Victors in Grad School

Victors in Grad School explores what you can do to find success in your own graduate school journey no matter what you plan to do. Through experts and individual interviews you will be introduced to what it means to find success and tips on achieving success in graduate school.

Finding Passion and Purpose: Christina Blitchok's Insights on Graduate Education 12/16/2024

Finding Passion and Purpose: Christina Blitchok's Insights on Graduate Education Graduate school is an adventure, a transformative journey that pushes individuals to explore new horizons and discover their true potential. In a recent episode of the Victors in Grad School podcast, sat down with , Director of Alumni Engagement at the University of Michigan Flint, to unpack her unique journey from undergraduate studies to a fulfilling career path, underscoring the value of flexibility and perseverance in education. The Decision to Pursue Graduate Studies From English Major to Education Advocate Christina’s academic journey began with a Bachelor's degree in English Language and Literature from Albion College. Despite the common perception that an English degree naturally leads to a career in education, Christina initially had no intentions of teaching. It wasn’t until her year with AmeriCorps, working as a reading fluency tutor in California’s Coachella Valley, that she discovered her passion for education. Inspired by the impact she could have in the classroom, Christina returned to Michigan determined to pursue a Master's in Education, compounded with a secondary certification at the University of Michigan Flint. Choosing the Right Graduate Program Why University of Michigan Flint? In her conversation with Dr. Lewis, Christina elaborated on her decision to enroll at the University of Michigan Flint. Familiarity with the campus and its intimate, collaborative learning environment played significant roles in her choice. The program’s affordability and the accessible, supportive faculty made it an ideal setting for her intensive studies. Working directly with faculty and gaining real-world experience taught Christina invaluable lessons that would shape her career. Transitioning and Thriving in Graduate School Learning to Adapt and Overcome Christina emphasized the transition from undergraduate to graduate studies as a critical period of self-discovery and adaptation. Unlike the lecture-based format of many undergrad courses, her graduate experience was collaborative and discussion-driven. This shift challenged her preconceived notions and honed her ability to engage with diverse perspectives. She also highlighted the need for practical time management skills, given the life changes she navigated, including working part-time and planning a wedding while studying. Career Pivot After Graduation Embracing Change and New Opportunities After earning her degree, Christina spent three years teaching high school before realizing that her career needed to pivot due to personal circumstances, including the birth of her first child. Understanding the flexibility required in life and career, Christina transitioned into freelance writing and editing roles, leveraging the skills and perspectives gained during her graduate studies. Today, she works in marketing communications and alumni engagement, continuously applying the critical thinking and empathy fostered during her education. Advice for Aspiring Graduate Students Keys to Success in Graduate School Concluding her interview, Christina imparted valuable advice for prospective graduate students: Seek Mentorship Early : Establish connections with faculty and cohort members who can provide support and accountability. Stay Flexible : Remain open to experiences and willing to evolve. Combat Impostor Syndrome : Recognize that everyone is learning and growing. Develop Effective Study Habits : Tailor your approach to suit your unique needs and circumstances. Christina’s story is a testament to the transformative power of graduate education. By embracing flexibility, seeking mentorship, and staying open to new opportunities, she exemplifies how one can successfully navigate and thrive in the ever-evolving landscape of academia and beyond. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:12]: Welcome back to Victor's in Grad School. I'm your host, Doctor. Christopher Lewis, director of graduate programs at the University of Michigan, Flint. I'm really excited to have you back again this week. As always, every week, you and I are on a journey together. I call it a journey because it is a journey and you are on a journey as you're thinking about graduate school, as you're thinking about the next steps for yourself, as you're thinking about where you are in this continuum of thinking about graduate school, you could be at the very beginning. You might just be starting to think about, I think I might need additional education to be able to get that job that I've always wanted to move into that career, to be able to move up in a career, to get that promotion, to be able to do different things. Everybody has a different reason for wanting to look at that. Dr. Christopher Lewis [00:00:59]: You could be someone that has already applied. You might have already applied and maybe, maybe you got accepted and now you're saying, is this the right step? Am I doing the right thing? I've gotten accepted. Do I want to make this jump? You could be in graduate school. Maybe at the very beginning, you could be getting closer to the end and seeing that light at the end of the tunnel. And no matter where you are, this podcast was built to help you to be able to find success in that journey. That's why every week I love being able to bring you different people with different experiences that give you an opportunity to be able to look at graduate school in a little bit different way. This week, we got another great guest with us today. Christina Blitchok is with us today and is the director of alumni engagement at the University of Michigan Flint. Dr. Christopher Lewis [00:01:45]: And Christina did her undergraduate work at Albion University and then Nope, Albion College. She did her undergraduate work at Albion College and then decided to get a master's of education degree at the University of Michigan Flint. So we're gonna be talking about that journey that she went on, learn a little bit more about her, and I'm really excited to have her here. Christina, thanks so much for being here today. I Christina Blitchok [00:02:10]: am so happy to be here. Thanks for having me. Dr. Christopher Lewis [00:02:12]: It is my pleasure. Really excited to be here with you today and to learn a little bit more about your journey. And speaking of the journey, I wanna go back in time. I talked about the fact that you got a bachelor's degree in English language and literature at Albion College. And when you finish that, there was a little bit of time and then you made a decision to go back to school. And I know within that you, you jumped in, you got a little bit of experience. You did some work, you did some work after college where you used that English degree to be able to do some editing work, and then you were doing some English instruction. And so bring me back in time and bring me back to that point where you just said to yourself, I've gotta make that step. Dr. Christopher Lewis [00:02:54]: Why did you decide to go to graduate school? Christina Blitchok [00:02:56]: Well, it's actually kind of funny when I was getting my English degree at Albion, everyone asked me, are you going to go into education? Because English is one of those degrees that, people pursue it because they love it, and there's not necessarily a very clear career path, after graduation. And my response when I was in college was a vehement no. I will never be a teacher. I will never go into education. It's just not something that I saw for myself at that point. But I think if I've learned anything, it's never say never. And that different experiences and different perspectives can really change your trajectory if you're open to it, if you hold things loosely and just kind of follow where your passions and your experiences lead you. So, after I graduated from Albion, I didn't have a clear a clear direction. Christina Blitchok [00:03:52]: I thought about publishing, but publishing is unfortunately a really hard industry to get into right now. So I decided that I didn't wanna be idle and I didn't want to fall into a trap of jobs that I didn't necessarily feel passionate about. I'm kind of one of those people who needs to be passionate about their work, find meaning in it. I knew that I wasn't destined for, you know, punching a 9 to 5 job. So I enlisted in AmeriCorps, and I wanted to get out of Michigan. I love travel. So I actually signed up for an opportunity in Indio, California serving the Coachella Valley and English language learners in elementary school as a reading fluency tutor. And I should have anticipated it, but I fell in love with education. Christina Blitchok [00:04:39]: And I fell in love with the impact that you can have on individual students' lives as an educator. So when I came back after my year in AmeriCorps, I had a fire lit under me, and I wanted to pursue education. And one of the things that pointed me to grad school was the incredible opportunity that University of Michigan Flint had in combining a master's in education with a secondary certification. So I didn't need to go back and start from square 1 and, get an undergrad degree in a in education and then be able to get certified, but I could combine the 2 and really dive deep in a really, really shortened but intense time frame. And I loved my experience there. It was it was a wonderful opportunity. It was a great decision. And I really appreciated the flexibility that it allowed and just building on things that I had learned in my undergrad, and then kind of propelling me forward much faster than going back and starting from square one would have. Dr. Christopher Lewis [00:05:44]: So talk to me a little bit about the decision, the decision that you made to go to the University of Michigan Flint. There are a number of different programs, not only in the state of Michigan, but beyond that offer the credential that you receive to be able to take a degree and turn it into something that you could teach. And the University of Michigan Flint's had one for a number of years, and you ended up choosing to attend the University of Michigan Flint. But as go back to that point where you were making those decisions, what were you looking for? What made you decide that University of Michigan Flint was the right program for you? Christina Blitchok [00:06:17]: Right. So I grew up in Fenton, which is about 20 minutes south of Flint. And I had been on U of M Flint's campus all throughout my life with different competitions and different camps. And so it was a place that felt familiar and felt comfortable for me, but I also loved the passion behind this particular program. It was just so much more personal. I was able to talk to the adviser right away. I was able to talk to some of the faculty because in a master's course, you are so personal, and it's so intimate, or in my experience, it was so getting to know those personalities and being able to talk to them 1 on 1 while I was making the decision of where to apply was really beneficial to me that I that I knew that that their perspective and their personalities were ones that I could see myself really diving deep with the affordability was also there. You know, going back to school just like a year and a half, 2 years after getting out of undergrad at especially at like a private school like Albion, affordability was a big factor. Christina Blitchok [00:07:30]: But then I also was able to work on campus during my time, and I was actually an English instructor for a Saturday camp, the health professions school had for high school students. So I was able to get real world experience on top of my coursework. And I think that that would have really only happened as easily as it did a place like University of Michigan Flint, where it's smaller, everyone knows you, they know what you're looking for, they can help connect you. And the collaborative nature is really strong at this smaller sort of university. So talk to me about AmeriCorps, Dr. Christopher Lewis [00:08:06]: because that's not a topic that we've talked a lot about in this podcast, podcast, but it is an opportunity. It is something that someone can take advantage of, whether it's right after an undergraduate experience, right after a graduate school experience that they could take advantage of to be able to use their degree, their education in a different way. Talk to me about what made you decide that you wanted to do that and use that English degree in that way and what you had to do to be able to be a part of that program. Christina Blitchok [00:08:38]: I'm a researcher and I like having a plan. So I took the summer after I got my undergrad degree and just researched all of my options. In that time, I applied for some jobs. I looked into some internships, and I landed on AmeriCorps. The way that it was pitched to me is it's the domestic branch of the like the Peace Corps. And that combination of service and service and vocation was really attractive to me. I do. I did love working with kids. Christina Blitchok [00:09:13]: I loved my dad's family was Hispanic. So I loved the idea of getting in touch with some of my cultural roots and being in being in an underserved community. And I really just wanted to broaden my horizons. Flint actually has a lot of great AmeriCorps opportunities, but it was a little close to home for me. So I I wanted to get out there and I wanted to learn learn things that I hadn't necessarily learned in the classroom in my predominantly white private liberal arts school. So that opportunity to expand my experiences and my perspectives. The process was relatively easy. AmeriCorps had at that time. Christina Blitchok [00:09:55]: I'm not I haven't been on the website since, but they had a pretty great search function where you could search any you could filter down the type of opportunities that you were looking for based on location, based on based on the type of opportunity, if you wanted to be an education, if you wanted to be a nonprofit. So I was able to narrow it down. And then this opportunity in the Coachella Valley really stuck out to me. I was born in California, although on the western coast. So it was some place that was relatively familiar. I had some family in LA at the time, so it wasn't it was getting me out of my comfort zone, but was still a safety net. And then the education factor, being able to use my English degree, being able to learn more about the fundamentals of reading that I'd kind of taken for granted, you know, 4 years into writing papers and reading Britlet. So yeah, it was a relatively easy experience from first deciding that AmeriCorps was something that I wanted to pursue to getting my acceptance. Christina Blitchok [00:10:55]: It was in the span of a month or 2. And then I was packing up and driving across the country with all of my belongings. So it was a great experience. I'm very thankful for it. Dr. Christopher Lewis [00:11:05]: Now we already talked about the fact that you made the choice after AmeriCorps to go back to school to get that teaching degree. And you chose to go to the University of Michigan, Flint. Now as you make those transitions, transitions from undergrad to grad, it is a transition and there are things that you have to learn along the way to be able to be successful in that transition. But you were successful. You found success in graduate school. What did you have to do to set yourself up for success? And what did you have to do to maintain your success throughout that graduate school journey? Christina Blitchok [00:11:39]: On a kind of ideological level, in grad school, I had to confront a lot of my a lot of my biases, a lot of my preconceived notions about how the world works. I feel like there's a level of hubris when you get your undergrad degree that gets torn down pretty quickly when you're in grad school. You know, just that higher level of of research, that higher level of thinking, that pushback that faculty gives you. So going into conversations, especially with cohort members, like cohort members can sharpen you and and really help you grow by adding in their different perspectives. A lot of my undergrad courses were lecture style. They we were just absorbing expertise from a faculty member. And then really a lot of our own analysis was done individually where my grad school experience was very collaborative. We would read a text and then we would come ready to discuss it, ready to share opinions, ready to disagree on things. Christina Blitchok [00:12:48]: So that was not something that I was very used to. And being able to find my voice in that sort of situation, being able to kind of synthesize my thoughts and rather than write a flowery paper about them, be able to argue with them with someone, who had different experiences than I did. That was difficult at first. Also just the academic side. My undergrad experience was kind of in a bubble. I was there to study. I didn't I had a very part time campus job, but for the most part, my entire world was focused around academics where in my grad school experience, I was working part time while balancing studies. I was getting engaged. Christina Blitchok [00:13:33]: I was planning a wedding. There was a lot of life that I had to balance things with. So my studying habits had to change. It wasn't just gonna happen on a quiet night after I got home from whatever campus activity, like it needed to be scheduled. It needed to be more regimented and it needed to be more flexible. I couldn't be so precious about my study and surroundings and you know, waiting for my favorite table in the library to open up like it needed to happen when it happened. And that was a great lesson in flexibility. Dr. Christopher Lewis [00:14:05]: So one of the questions that I'm going to ask you is this because you did complete your degree, and you went off, and you taught for a few years, and then you left education. So talk to me about getting that degree, using it, but then pivoting and finding that maybe being in a classroom was not where you were meant to be, but that a different path was right for you. Christina Blitchok [00:14:33]: I loved the 3 years that I spent in a classroom. I felt like I was very well prepared and it was everything that I hoped that I would be. I loved that impact that I had on students. I loved the relationships that came out of it. I loved the creativity of lesson planning and building curriculum, but I actually left the class room when, you know, I talked earlier about flexibility and being able to pivot and how different different experiences and perspectives can kinda change your trajectory if you're open to it. And I got pregnant with my first child, and I felt the need to pivot in that moment. And I think that my journey up until that point, not knowing what I wanted to do, feeling led to education, doing my grad school experience and then teaching, like, it kind of was a perfect setup to I wasn't completely thrown off course by the idea of taking a moment to figure out if teaching was still right for me. Like, it wasn't as scary as it would have been if I had come out of undergrad with a very firm idea of what I wanted to do and then not being able to deviate from that. Christina Blitchok [00:15:47]: It's funny, like my degree is in education, but I feel like I still use a lot of what I learned in my grad school experience, if only because my experience in my master's course opened my eyes so much to experiences that were not my own. You know, a lot of my coursework was in Detroit Schools and kind of the unbalanced education system and, you know, the systemic problems that I was very unaware of growing up in suburbia. And it's something that I continue to be passionate about today. It's something that makes me... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/34150145

Navigating Imposter Syndrome: From Self-Doubt to Self-Belief 12/09/2024

Navigating Imposter Syndrome: From Self-Doubt to Self-Belief Navigating Emotional and Psychological Barriers with Juanita Tookes In this week's University of Michigan's Victors in Grad School podcast, host has , Assistant Director of CAPS, discuss the often-ignored but highly prevalent issue of imposter syndrome. Together, they uncover the intricacies of this phenomenon and explore effective strategies for overcoming it. Understanding Imposter Syndrome Imposter syndrome affects a staggering 70% of individuals at some point in their lives, manifesting as a persistent feeling of being a fraud despite clear evidence of one’s achievements. Dr. Lewis underscores its ubiquity among graduate students and professionals, emphasizing how these feelings can lead to self-doubt, harsh self-critique, and even self-sabotage. Juanita Tookes explains that societal stereotypes, particularly those related to family dynamics and cultural expectations, can exacerbate feelings of inadequacy. She highlights how marginalized groups, especially those with intersectional identities, often feel the added pressure of proving themselves in professional and academic spaces. Recognizing Different Types of Imposters Understanding the different manifestations of imposter syndrome is crucial for developing tailored coping mechanisms. Tookes categorizes imposters into five types: Natural Genius: Believes that their knowledge is never sufficient, resulting in an endless quest for more information. Perfectionist: Feels that their work is never flawless, leading to constant stress and anxiety. Expert: Constantly strives to prove their expertise, fearing being perceived as unknowledgeable. Super Person: Avoids asking for help to maintain an image of self-sufficiency. Soloist: Prefers to work alone to hide any perceived inadequacies. Combatting Imposter Syndrome To combat imposter syndrome, Juanita Tookes offers several practical strategies. One key method is to reframe thinking patterns, shifting negative self-talk toward positive beliefs and actions. Embracing positive feedback and focusing on personal achievements, no matter the size, can significantly boost self-esteem. Reframing Perceptions: From Fear to Excitement A crucial insight shared involves the body’s inability to differentiate between fear and excitement. According to Tookes, recognizing this can help individuals cognitively reframe their experiences and interpret them positively. This perspective shift can prevent fear from dominating their mindset. Avoiding Comparisons A pervasive issue exacerbated by social media is the tendency to compare oneself to others. Both the host and guest stress the importance of staying focused on one’s unique path and capabilities, as comparison often leads to a distorted view of self-worth. Embracing Self-Compassion and Growth Self-compassion is essential when dealing with imposter syndrome. Tookes emphasizes the importance of acknowledging personal efforts and progress. She encourages listeners to confront their inner critic and take pride in doing their best, rather than succumbing to self-criticism. The Value of Mistakes in Learning Mistakes are an inevitable part of growth and should be viewed as valuable learning opportunities. Tookes advises individuals to adopt a growth mindset, where challenges are seen as stepping stones rather than obstacles. Final Thoughts Overcoming imposter syndrome requires a multi-faceted approach, combining self-compassion, positive self-affirmation, and a growth mindset. By reframing perceptions and celebrating personal achievements, individuals can navigate the emotional and psychological challenges associated with imposter syndrome and embrace their true potential. For more insights and practical advice, tune into the full episode of Victors in Grad School where Juanita Tookes offers invaluable guidance on facing and overcoming imposter syndrome. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Hello, everyone. Thanks so much for being here today. I'm doctor Lewis, director of Michigan Flint. And I want to say thank you for coming today to learn about this important topic, imposter syndrome. So many times I talk to students, whether they're in their first term or they're in later terms, you know, imposter syndrome always creeps in and it's definitely something that as graduate students that we always feel at least once in our graduate school experience. When we're learning new things, when we're asked to put our skills to the test, no matter what it is, there's always that little whisper in our ear that tends to hit us. I mean, and and that doesn't stop in grad school. I hate to say it. Dr. Christopher Lewis [00:01:00]: It doesn't stop. It it continues on as you get into your professional lives and do it and such, but there are things that you can do to mitigate that and help with that. And today, Juanita Tooks is with us today. And Juanita is our Assistant Director of CAPS. And I've had the great opportunity to be able to have her on doing some different presentations in the past. And she's great. You're gonna love hearing from her today. But I'm really excited to have her here to talk to you about this important topic. Dr. Christopher Lewis [00:01:26]: And I'm gonna turn it over to her. Juanita, thanks so much for being here today. Juanita Tookes [00:01:29]: Thank you so much for having me. Let's get into talking about imposter syndrome because that's something that everybody experiences. And I was reading some research about, I think about there was a research study, in which 70% of the population of that study had said and reported that they had experienced or were experiencing imposter syndrome. 70% is a large number. So it just goes to show that this is something that's common. It's not permanent. And we're gonna talk about what it is and how to navigate it. It's before you can have any solutions to anything, you have to understand the problem. Juanita Tookes [00:02:05]: You have to understand the nature. You have to understand the origin. But we can't be stuck there. Once we have an understanding of what's going on, that's when we can better identify how we can navigate with solutions. So let's get into talking about imposter syndrome and what that involves. So what is it? So imposter syndrome is a psychological experience. So it's feeling like you are a fraud. And I want to really highlight the fact that it's a psychological experience because it means that there's a lot of different things, lot of different thoughts and perceptions going on in your mind about your own abilities, your own capabilities, maybe what other people think of you. Juanita Tookes [00:02:44]: It's one of those things to whereas the mind is truly a battlefield. There is a lot that goes on in here. So with this experience of feeling like a fraud, this is based off of what a person thinks about how they have attained what they have. So as you can see from the picture on the right, you have a person who is getting excellent grades. They have certificates, they have degrees, they have accolades. They're getting praise. Good job. They're very productive, very innovative. Juanita Tookes [00:03:12]: But look at the person's face. Right? Even though they have all of these things, it seems like the facial expression doesn't quite match everything that they have. And so this is what imposter syndrome looks like, whereas you have to put on a face and act like that you agree with everything everybody is saying about you, but internally, you don't agree because you don't feel worthy. You don't feel deserving. You don't feel like you actually had what it took to get what you have. So you wanna make sure that you are evaluating your belief system about yourself because this is based on a person's beliefs about their achievements. Despite contradicting evidence that supports a person's accomplishments, the fear of being found out as a phony is very, very real. Imposter syndrome is something that's really difficult to deal with because like the last point highlighted, there is evidence. Juanita Tookes [00:04:02]: You got into graduate school, you got the acceptance letter, you submitted the documentation to prove that you have what it takes to be successful as a UN Flint grad student, but you still feel like I don't deserve to be here. Maybe it was just a stroke of luck. They just needed to fill out the program, so they just let me in. So again, it's you battling with you in your own mind about great things that you're doing. So it's not enough to just have the accolades and the praise and the grades and the certificates and all of that. Your belief in yourself also has has to match that. Because if there's a mismatch, it does it doesn't matter. You can make straight a's every semester. Juanita Tookes [00:04:41]: If you don't believe in yourself, then you're always going to make an excuse as to why what you have is something that's undeserving of you. So in the last point, it talked about this fear of being found out as a phony. Right? So imposter syndrome can elicit different feelings and thoughts and behaviors, including self doubt, harsh self critique, self sabotage, pushing yourself way too hard, comparing yourself to others, difficulty accepting praise, rejecting praise, minimizing success, and creating very high standards. So it's one of those things to whereas when we talk about all of these different feelings, sometimes people feel as though they have to prove to other people that they deserve to be where they are, even though the evidence speaks for itself. When you don't believe in yourself, you will put yourself in a position to feel as though you have to prove to other people that you deserve to be in this program, that you deserve this job. And the whole thing about that is it's unnecessary. You really don't have to prove anything to anyone, but there's reasons for this too, that we're going to get into a little bit later in the presentation as to what other external factors go into a person feeling like they have to prove themselves. But if you think about creating high standards and pushing yourself way too hard and critiquing yourself really, really tough, this can also provoke feelings of anxiety because of the intense pressure that you're putting on yourself. Juanita Tookes [00:06:07]: And of course, along with anxiety, there's other mental health obstacles that can manifest from imposter syndrome. And anxiety is a very intense emotion. It requires a lot of emotional energy to to be anxious. And after feeling so much prolonged anxiety, this may also lead to depression, which is you basically fizzling out. You've been so nervous and you've been so anxious and you've been so worried and you've been so concerned and you've been so on edge to whereas now you're fizzling out and just feeling sad and maybe you're having pity parties for yourself. Maybe you're just really feeling like withdrawn. Maybe you should quit. Maybe you should give up. Juanita Tookes [00:06:45]: So these mental health obstacles can continue to manifest in negative ways if we don't address this issue. So the key to all of this, and I said this in the last slide, is you have to re examine and reevaluate your belief about yourself. Do you And I think the, the question that I'm asking the audience today is, do you believe in yourself? I don't think that this is a question that we often take time to ask, but when we're talking about imposter syndrome and how many people actually experience this, this is a very key question. And you have to be honest with yourself. Do you believe in yourself? Do you believe that you can do this? Do you believe that you can pass this class? Do you believe that you can be successful? And if the answer is yes, great. But if the answer is no, I would also say that's it's a positive thing in a way because at least you are being honest with yourself about where you are with your belief system. And the good news about that is that you can change that system. You can change that belief. Juanita Tookes [00:07:42]: Okay. So we have some illustrations here that kind of show another outside perspective of imposter syndrome. So if we look at the comic strip on the left, you see a person who's sitting there, and they're receiving a lot of positive feedback. Look at all of the positive speech bubbles there. And the person is like, I guess. You know, I okay. But then you look in the bottom, on the bottom of that same strip, the person receives one negative comment, and that's what they feed into. You're right. Juanita Tookes [00:08:11]: I'm a failure. It's true. It's one of those things to whereas as a society, as a world, we can receive 100 of 100 of positive compliments and accolades and praise, but we are used to just feeding into the negative. And this is how you start to change your beliefs about yourself. What do you choose to, to pay attention to? Let's just say that you get your test back. You took an exam, you get your test back. You got most of the questions, right? You got 2 questions wrong. You're focusing on those 2 questions. Juanita Tookes [00:08:43]: I used to work with students as an academic advisor, so I'm very used to students focusing on the minimal and maximizing it. That was a stupid answer. I don't know why I said that. Even though they passed the exam, still did very well, they're focusing on 2 questions that they wish they would have answered in a different way instead of just saying, hey. I got 2 questions wrong. I passed the test. I'm very proud of myself because I studied really hard. We tend to really focus on the negative and dismiss the positive. Juanita Tookes [00:09:11]: When you look at the the comic on the right, you have 3 people here. This is doctor Adams. She's a social psychologist and the world's top expert on imposter syndrome. And the doctor says, don't be silly. There are lots of scholars who've made more significant. Oh my god. And, basically, she's saying, oh my god. I'm doing it. Juanita Tookes [00:09:29]: I'm a world renowned expert on imposter syndrome, yet I am showing imposter syndrome in this in this conversation right now. So let's talk about the types of imposters. So we have 5 different categories here. And when we talk about the person who is the natural genius, this is somebody who believes that everything that comes natural to them is pretty much not enough as far as knowledge. There's always more that I can know. There's always more information. This person is typically not satisfied with the knowledge that they have. And I think to a certain extent, that's okay. Juanita Tookes [00:10:04]: But when you're not letting up on yourself to appreciate all that you do know, you put yourself in a position to say, it's never going to be good enough. I have to know more. I have to know more. And if you think about it, there is no person in this world who knows every single thing. So you have to be okay with the amount of knowledge that you have in a given situation, in a given circumstance. If you want to learn more, that's great. But you don't want to put it in the, in the perspective of, I have to know more because I need to know more because I don't know enough. The perfectionist. Juanita Tookes [00:10:39]: I will be the 1st to raise my hand and say, I am a recovering perfectionist. With these individuals, what you're doing is not good enough. So with the natural genius, the knowledge that you have isn't enough as far as volume, as far as what's already there. You could learn more. With a perfectionist, you can do better. Like, I know you spent all night on this project, but I am going to nitpick, and this is not good, and that's not great. You could have said this better. This could look better. Juanita Tookes [00:11:06]: Again, this is putting intense pressure on you to be perfect. And just like I said that there is no one person that knows every single thing, there is nothing in this world that is perfect. Everything has error to it. As flawless as it might look or be experienced, there is no one thing that is perfect. That is a very, very high and unrealistic bar to try to reach. And when you put yourself under the pressure of being perfect, it can really put you in a mental state of just anxiety and high intense level stress. When we talk about the expert, this is someone who they feel as though they have to be an expert to show and prove to the world that they are capable of having knowledge and being able to talk about certain things. If I don't sound like an expert, that means I might sound like a fool. Juanita Tookes [00:11:53]: If I don't sound like this, if I don't know this, if I don't understand every aspect of this concept, then I might be looked at as someone who is insufficient or deficient in knowledge. And you can see a lot of related components when we talk about the types of imposters. The super person, that's the person who says, if I have to ask for help, then I'm weak. I'm inferior. I have to show the world that I can achieve success all on my own. I don't need help from my teachers. I don't need tutoring. I don't need to talk to an academic adviser. Juanita Tookes [00:12:26]: I don't need to ask for help from my professors. I don't need to be in a study group. Like, I don't need any help at all. I'm gonna take all of this on because if I have to ask for help, that means that that's gonna be a sign that people know that I shouldn't be here. I shouldn't be in this place if I'm asking for help. An example that's kind of outside of the student realm is even in my role, when I first got into this role, I talk with my team about the fact that I know I'm gonna make mistakes and I'm gonna ask questions. If I was a person who was a super person, I'm also a recovering super person as well. I would say, hey, given my title of assistant director, you don't ask for help. Juanita Tookes [00:13:04]: You're the one who's supposed to have all the answers. You're the one who's supposed to know everything. If you ask for help, that's gonna make you look like you don't know what you're doing. These are very realistic examples of how people think through things in their mind because they don't wanna be looked at as a fake or a fraud or a phony. The soloist is the person who is like, I can just I can just handle it all on my own. Like, I can just I can just hang by myself. I can this is I I when I think about the soloist, I think about, like, the independent student, the student who doesn't wanna really work in groups, who really doesn't want to network, the student who's just kind of like a loner. Because, again, associating with other people and maybe partnering to work more efficiently, it could kinda show that maybe I can't get things done on my own, and this would confirm that I am indeed a fraud, and I do not need to be in the place that I am right now. Juanita Tookes [00:13:55]: So I think it's important to also talk about origins as far as what contributes and causes imposter syndrome. Family dynamics, how you were raised, the messages that were communicated in your home environment, cultural expectations and stereotypes. This is something that's very important. When I was in grad school, I went to predominantly white colleges. And so given the history of black people, not being able to experience the opportunities of higher education for 100 and 100 of years, there was the stereotype that black people were inferior, that they were not capable. We were not capable of learning or attaining any higher type of education. And so sometimes even unconsciously, certain stereotypes that belong to a cultural group or ethnicity, or maybe just expectations of your culture can put into your mind. This thing that I have to prove, I have to prove that I'm not... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33793592

Strategies for Graduate School Success from Dr. Dick Sadler 12/02/2024

Strategies for Graduate School Success from Dr. Dick Sadler Graduate school is a daunting yet rewarding journey that requires strategic planning, relentless perseverance, and a bit of serendipity. This episode of the Victor's in Grad School podcast brought forth an enlightening conversation with , a professor at Michigan State University, who shared his compelling academic journey, strategies for overcoming imposter syndrome, and advice for prospective graduate students. Here are the key takeaways from the conversation that can serve as a guiding light on your graduate school path. The Decision to Pursue Graduate Education Dr. Dick Sadler’s journey to academia began somewhat serendipitously during his undergraduate studies at the . He was encouraged by his mentor, Dr. Ed Chow, to consider graduate school. Dr. Sadler’s initial motivation was partly driven by logistical factors, such as securing health insurance and guaranteed funding, which were available through a program at the University of Western Ontario. This decision highlights the importance of considering all aspects — financial, personal, and academic — when deciding to pursue graduate education. From Environmental Science to Urban Geography Dr. Sadler’s transition from studying environmental science to urban geography represents a fascinating pivot driven by his long-standing curiosity about urban landscapes. He reminisced about his childhood questions regarding the urban structure of his neighborhood, which laid the groundwork for his interest in urban geography. The skills he acquired through GIS and computer mapping during his undergrad allowed him to delve into urban processes, demonstrating the value of transferable skills and interdisciplinary approaches in academia. Overcoming Imposter Syndrome Imposter syndrome is a common challenge faced by many graduate students, including Dr. Sadler. He shared that while imposter syndrome was prevalent at various stages of his academic career, it didn’t hinder his progress. His strategy was to remain focused, validate his progress through positive feedback and achievements, and immerse himself in the academic environment. Time and consistent effort became his allies in overcoming these doubts. The Value of Graduate Degrees in Professional Development Dr. Sadler discussed the significant role that his PhD played in shaping his career. He emphasized that his PhD provided him with the rigor needed for academic research, while his subsequent Master’s in Public Health from Johns Hopkins helped him understand the intricacies of public health. The combination of these degrees equipped him with a diverse set of skills, making him highly adaptable and capable in various research settings. His journey underscores the importance of continuous learning and skill acquisition. Advice for Prospective Graduate Students Dr. Sadler’s foremost advice for prospective graduate students is to secure a program that offers ample funding. Financial stability allows students to focus fully on their studies and research. He also stressed the importance of choosing a field of study that genuinely interests you. Graduate school requires a high level of engagement and creativity, which is easier to maintain when driven by passion. Finally, understanding that graduate school shifts from knowledge consumption to knowledge production can help students align their expectations and efforts accordingly. Conclusion Dr. Dick Sadler’s insights provide valuable guidance for those considering or already navigating the path of graduate education. Whether it’s overcoming imposter syndrome, leveraging your skills in new fields, or ensuring financial stability, his experiences offer a blueprint for success. As you embark on your graduate school journey, remember that perseverance, adaptability, and a genuine passion for your field are your greatest tools. For more details and to listen to the full conversation, tune into the latest episode of the Victor's in Grad School podcast. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the Victor's in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, Dr. Christopher Lewis, Director of graduate programs at the University of Michigan Flint. I'm really excited to have you back again this week. This week, as always, we're talking about this journey that you've decided to go on. Now you might be at the very beginning where you haven't even applied anywhere yet, but you're just starting to think about it for yourself. You might have already applied. Maybe you got accepted already. Or maybe you're already in graduate school, and you're just trying to figure things out along the way. Dr. Christopher Lewis [00:00:42]: Or maybe you're even seeing that light at the end of the tunnel and trying to figure out what's next. No matter where you are, this podcast is here to help you to find success in that journey that you're on. That's why every week, I love being able to bring you different people, different guests that have had different experiences that can share those experiences with you and help you to learn from the things that went well, the things that maybe didn't go well, and also allow for you to be able to grab some tools for your own toolbox to help you along the way. Today, we got another great guest with us today. Doctor Dick Sandler is with us, and Dick is a professor at Michigan State University. And he's been there for quite a few years, but I'm really excited to be able to kind of turn the clock back in time, learn a little bit more about his own experience that led him to being a professor at Michigan State, and to introduce him to you. Dick, thanks so much for being here today. Dr. Dick Sadler [00:01:40]: Yeah. For sure. Thanks for having me. Dr. Christopher Lewis [00:01:42]: Well, my pleasure. I love being able to chat with you today and be able to learn a little bit more. And as I said, I wanna start by turning the clock back in time. And I know you did your undergraduate work at the University of Michigan Flint, where you received a degree in environmental science and planning in GIS. And at some point during that period of time, you made a decision. You made a decision that you were gonna continue your education and go on, and you made a choice to go on to get a PhD in urban geography. Talk to me about this journey for yourself and what made you decide that you wanted to go to graduate school? Dr. Dick Sadler [00:02:24]: Yeah. I had kind of thought about it, but not super seriously. And honestly, it wasn't until, like, end of my junior year, start of my senior year, I was doing some independent study with who had become my de facto mentor in the ge functionally the geography department. His name was Ed Chow. He's now at Texas State, but he had been a professor there just for a couple of years. And I took all of my GIS or computer mapping classes from him. So I'd basically, my whole minor, I had taken classes with with doctor Chow. And I guess just, like, seeing the caliber of my work and the fact that we were working together, he suggested that I present some of my work at a regional research conference, like, for our professional society. Dr. Dick Sadler [00:03:04]: I think that one was just down in East Lansing, actually. So it's funny. My first professional talk was at Michigan State. And then after that, he was just saying, you know, you should just throw in a couple applications to grad school. It's not gonna hurt, look around a little bit. And one thing I kind of wanted to do for a few years before was live in Canada. So I had this vague idea, oh, maybe I'll live in Canada someday. And then an also vague idea, maybe I'll go to grad school. Dr. Dick Sadler [00:03:30]: Over Thanksgiving, actually, because my family wasn't doing much that year, I drove out to a few campuses in Southwestern Ontario, basically headed toward Toronto, and had a really good chat with one supervisor that the person who had eventually become my grad supervisor. And so I looked him up before and gotten a bit of an idea of the work he did, went there, met with him and his students, had lunch, and just got a really good sense from that campus that it was a good fit. So it's kind of dumb luck because I the other visits, actually, the rest of that trip was kind of a train wreck. Had car problems and then it snowed and then just I was uninspired to keep going. But yeah. So I applied to grad school because my undergrad supervisor had suggested it. Just happened to get in and get a scholarship because the program at the University of Western Ontario where I went to grad school was guaranteed funding for any of the grad students that were accepted. And so for me, that was the main reason for doing that. Dr. Dick Sadler [00:04:26]: This was 2007 or 2008. And so this was before the ACA. And so, as a 22-year-old, like, becoming 22 that year, I was going to be off of my parents' health insurance and kind of off on my own. And I had some anxieties about that and moving into that next phase of adulthood. And going to Canada meant guaranteed health insurance and dental insurance because the grad students were in union. And I had a guaranteed teaching assistantship and a scholarship for my tuition. So it was honestly stepping into a job, if not a full time job. And, you know, if a more academic one, it was still something I always took really seriously and was able to take seriously because I was able to get an offer that was really it allowed me to not have to worry about those other kinds of financial questions, especially as a a young person, like, right out of undergrad, no kids, no pets, very mobile, that kind of thing. Dr. Christopher Lewis [00:05:19]: So talk to me a little bit about you went into a PhD program in urban geography, and your undergraduate work was in geography as well. But talk to me about couple things. One, why a PhD? You could have probably done a master's as well and and done that before a PhD if you had wanted to. And then 2, why urban geography? Dr. Dick Sadler [00:05:40]: Yeah. So and it's funny because the initial offering I had was to do a master's degree, and the program I started in was just starting to fuss with this idea of fast tracking master's students right into their PhD. And in some disciplines, you do do that or you have the option to. So after my 1st year of my masters, instead of progressing to writing a thesis, I wrote a small proposal and proposed being let into the PhD program, which guaranteed 4 more years of funding instead of just the one more year. So it was kind of a way to, like, kick the can down the road. Instead of 2 years of funding, I had 5 years total. And then instead of having to write a master's thesis in my 2nd year, I didn't have to write my dissertation until later in the PhD. So I was pushing some of that down the line. Dr. Dick Sadler [00:06:25]: But again, I wound up in the same position where my grad supervisor and I was co supervised actually. So my grad supervisors agreed that doing well and I had a good topic and seemed like I had an aptitude to progressing into that. And it was something that by that point, I had started taking more seriously the idea of staying in academia and doing research. And it was of interest. I was never a student who super liked writing papers, for example. I liked the math and science parts of my work more. But as I got into a topic that was really of interest to me, I. E. Dr. Dick Sadler [00:06:58]: Urban geography, I found I didn't mind reading and writing so much. You know, and again, my supervisors were saying, like, yeah, you're a good writer. And I had started I think by then I'd published a paper from my undergrad. So I kind of entered that world of academic publishing. And the urban geography part was, I think, honestly coming home a bit more. So my undergrad was like environmental science. And so it's like resource conservation and forest management and like natural geography stuff. But as a little kid, I was always curious about, you know, so I went to Atherton High School, which is in Burton, just outside of Flint here. Dr. Dick Sadler [00:07:32]: And my mom had gone to Flint Northern. My dad had gone to Atherton. And as a little kid, I was wondering, asking questions like, why are there no sidewalks? Why isn't there a 711 in our neighborhood? Why don't we have a video store? Like, just these little kind of urban ideas that you'd see on a cartoon or a TV show that were not the way that Burton functioned, you know, being a suburb of a city like Flint. And then also learning about how Flint used to look in the sixties when my mom was growing up and wanting to experience more of that and and really liking the what the functional city looks like and functions like and being able to walk and bike and all of these interrelated processes. And so when I got to grad school and and specifically I found supervisors who did that kind of research that allowed me to take the skills I had learned in particular with the GIS, the mapping stuff, and shift the topic from that natural side back over to the urban side. So the research I do is really broad and and especially having come back to Flint for my faculty position nearly 10 years ago, I've been able to dig into all kinds of different processes in Flint's urban system from vacant land greening to the water system to flight and demolitions and crime and really anything you could imagine that varies over space or that's a part of an urban system in Flint I've I've studied. Dr. Christopher Lewis [00:08:57]: So after you got that PhD, PhD, you finished up your PhD, you, about 5 years later, made a decision to go back to school. And this time, you got a master's degree in public health from Johns Hopkins. So every person has a different path and different choices. So talk to me about that choice and why you decided that you wanted to go back to school after getting that terminal degree to be able to study something very different in regard to that next phase of your education? Dr. Dick Sadler [00:09:27]: That was a funny one. So I got my PhD in 2013. I got my faculty job in 2015 after a short postdoc. And after about a year here, we hired another faculty member named Deborah Furr Holden. She had come from Johns Hopkins. And after her being here for a couple of years, she told me that they were starting a program. She had colleagues back there and they were starting a program through the Bloomberg School of Public Health that would guarantee funding for master's students in particular from community based settings. So more of the applicants were from places like health departments or or, substance use program, treatment programs, things like that. Dr. Dick Sadler [00:10:09]: But she said, Oh, just throw your hat in. It's a new program. And if you get in, then you got to go into your Miles per hour. And I did. So then it's like, okay, I guess I'm doing another degree. And, and yeah, I didn't have a master's degree. And I had been working in a division of public health for 3 years at that point. And at times felt a little bit, it'd be like moving to France or something. Dr. Dick Sadler [00:10:32]: And like, you're kind of learning French, but people can still tell that you're American. And I thought, okay, this is like an immersion program that'll help me really understand the culture and the language of public health. And, yeah, so the program was partly in person. I got to go to Baltimore for a couple of weeks at a time and take intensive courses. And then a lot of it was online and I actually finished it the 1st couple of months of COVID were like my last term. And so the program was already online anyways and and wrap that up and kinda just like checking another box. But again, it was feeling more comfortable in the public health world and also making connections. I have some colleagues at Johns Hopkins now. Dr. Dick Sadler [00:11:09]: One of whom in particular, we do a lot of work together. So it was a nice way to kind of expand my research reach and feel like I have a little bit more skills in my tool belt. Dr. Christopher Lewis [00:11:18]: So you've had these different experiences. And in each of those experiences, going to get your PhD, your master's degree, there are different transitions that you have to go through. So you went through you went through a transition between going from undergrad into your PhD and then from your PhD to the workforce, from workforce back into an a master's program. As you think about the transitions that you have had in your own educational experiences, what did you have to do to set yourself up for success in each of those? And what did you do to maintain that success throughout the entire graduate school journey? Dr. Dick Sadler [00:11:56]: So I think the transition from undergrad to PhD was the like, I don't wanna discount the anxieties of my former self. Like, I wanna say that that might have been the easiest. But honestly, I mean, on the flip side, I think adding the master's program to my existing work plate in retrospect, maybe that's the easiest because I was already an academic. I already had a PhD. I was going back for a master's in a related discipline to, you know, the kind of work I was doing. But yeah. So starting my PhD, I I never stopped going to school. Right? So it's like high school, undergrad, master's program slash into my PhD. Dr. Dick Sadler [00:12:34]: And so I still had the same study habits. And in some ways, I was well, in most ways, I was way more scared. I was, like, terrified that I was gonna bomb out of grad school. It was a path that my immediate family hadn't taken. And so there wasn't this example or people that I was close to that I could follow in the footsteps of. And so I spent a lot of I took a lot of effort and care to be a really good student through my PhD program because I wanted to set myself up for success. So in some ways, and I don't begrudge it at all, but I wasn't quite as loose and and free in my earlier twenties. And in on the flip side, it was like just the last few years of my life, I've been I feel like I've been able to loosen up and relax and enjoy vacation and stuff like that. Dr. Dick Sadler [00:13:20]: But also because I punched through and I took extra special care, I was able to get to where I am now. And so I feel like the transition from my PhD into the workforce wasn't too bad. I mean, again, it was another one of those big hurdles where I was like, okay, for sure, they're gonna figure me out now. I had imposter syndrome at each stage of my, honestly, like start of high school, start of college, start of grad school, start of faculty career. I've always had that kind of perspective where I'm not doing good enough. And it's funny because I've always ultimately excelled in each of those phases of my life. But I think it's good to go into something a little bit scared because then you make sure that you're giving it sufficient effort. And and I should add, it's not like I wasn't having fun in my early twenties. Dr. Dick Sadler [00:14:04]: I I've played in bands my most of my adult life and certainly have had friends and so forth. It's just I was balancing that much more precariously with this anxiety. It's like at a show or on vacation and I'm just thinking about my grad school work. And it's just dragging me down. Whereas now I can compartmentalize it a little bit better. I'm used to it. I write papers and I read papers and I teach guest classes and stuff like that. And, and it's much more routine, and I'm not so hyper fixated on this prospect that I'm going to fail all the time. Dr. Christopher Lewis [00:14:37]: When you think about imposter syndrome, and many graduate students face that at the beginning or throughout their experiences, What... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33793277

Practical Tips for Balancing Graduate School and Life 11/25/2024

Practical Tips for Balancing Graduate School and Life Navigating the demanding world of graduate school can be a monumental task, especially when balancing multiple roles. In the latest episode of the 's Victors in Grad School podcast, speaks with from Counseling and Psychological Services (CAPS) at the University of Michigan - Flint about finding balance and setting boundaries. Utilizing Transition Times Effectively A key insight from Reilly is the importance of utilizing transition times to reset. She suggests using short breaks between classes for rest or leisure activities instead of academic tasks. This practice can help students manage stress and stay emotionally balanced. Reilly emphasizes that these breaks can be instrumental in maintaining a sense of calm and preparing oneself mentally for the next task. Flexibility with Priorities Reilly discusses the importance of being adaptable when it comes to priorities. She highlights the necessity of shifting priorities daily based on circumstances. Graduate students often face changing demands, and flexibility is crucial for managing these effectively. Seeking Support and Accountability The episode also explores the significance of seeking support from peers, mentors, or counselors. Reilly advises working with others to relieve stress and gain accountability. This approach not only helps in managing roles but also creates a collaborative environment, making the journey through graduate school less isolating. Mastering Time Management and Organization Reilly recommends experimenting with various planning tools like planners, lists, and apps to find what best suits an individual’s organizational needs. Time management is essential for balancing multiple roles, and the right tools can provide structure and clarity. The Importance of Setting Boundaries Setting boundaries is a recurring theme in the discussion. Reilly outlines seven types of boundaries: physical, emotional, time, and internal boundaries being a few. Understanding and setting these boundaries based on personal limits and priorities can prevent overwhelming situations and enhance personal balance. Three-Step Boundary Setting Process Define the Boundary: Identify what you are trying to reduce, add, or accomplish. Communicate the Boundary: Clearly convey the boundary to relevant parties. Set Consequences: Determine your response if the boundary is not respected. Recognizing and Addressing Burnout Burnout is a common issue among graduate students. Reilly outlines signs of burnout, including physical symptoms like high blood pressure and headaches and mental indicators like difficulty concentrating and low mood. Addressing burnout early is critical to maintaining balance and well-being. Embracing Emotional Wellness Reilly emphasizes that emotional reactions should be acknowledged as part of building balance. Allowing oneself to feel emotions promotes self-compassion, which is crucial for graduate students facing high demands. Grounding techniques, such as the 5, 4, 3, 2, 1 method, can help reconnect with the present moment and reduce overwhelm. Organizational Tips for Balance Practical organizational strategies are vital for balancing roles and responsibilities. Reilly advises creating schedules that include self-care and relaxation time, blocking out periods for social connections, and engaging in new activities. These strategies can aid in achieving a harmonious balance. A Comprehensive Approach to Balance Reilly Chabie's insights offer a comprehensive approach to achieving balance in graduate school. From utilizing transition times and seeking support to mastering time management and setting boundaries, her advice provides invaluable tools for students. Practicing self-compassion and recognizing personal limits are key to thriving in this demanding environment. For more resources, students are encouraged to explore campus services like CAPS, Recreational Services, and the Student Success Center. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Good afternoon, everyone. Thank you so much for being here. My name is . I'm the director of graduate programs. I really appreciate you being here today and for taking this next step in your own journey here at in graduate school to prepare yourself for what comes ahead and what you're dealing with right now. And and today, we've got a great guest. is with us today, and Riley is, in our CAPS office. And I I know she'll be introducing herself and what CAPS does, but, but today, I asked her to come in and to talk about finding support in setting boundaries, finding that balance for yourself. Reilly Chabie [00:00:51]: It's one of the topics that I always hear graduate students challenged by, whether they just started or whether they're in the middle of their program. So it's important to be able to go through and understand and have some resources at your fingertips to help you in this process, and Riley's here to do just that. I'm gonna turn it over to Riley for her to be able to talk to you and share all of her wisdom, and really excited to have you all here today. Reilly Chabie [00:01:16]: Thank you so much, doctor Lewis. I really appreciate it. Welcome, everybody. I'm grateful that you're interested in learning about this topic a little bit more, and hopefully some of the information we talk about today will support you in your journey as a grad student. But honestly, a lot of these skills are going to be helpful for all of life. There's not necessarily a specific timeframe or experience where this applies the most, but it's helpful to get these skills now so that they translate and continue to move with you moving forward. So like I said, hopefully you learn a little bit today. Reilly Chabie [00:01:51]: As Dr. Lewis mentioned, we're going to be talking a little bit about finding balance between the things that you're kind of expected to be doing as a graduate student, but also just knowing that you have personal endeavors and things going on in your life that also require quite a bit of your attention. So we'll kind of start off with just some what to expect experiences here, and then we'll kind of navigate into the specifics. But first and foremost, we're going to talk about what are called the 8 dimensions of wellness. And I think this is pretty crucial in any sort of balance forming as these areas are what we ultimately are making choices on every single day. We're determining whether or not we're prioritizing these certain dimensions in the hopes that we're creating a good enough balance where we feel kind of equal and stable and ready to take on the day. So we'll be talking about how those fit into this process today. We'll talk more specifically about what balance is and even more importantly, how we might be able to identify feelings of being unbalanced or the lack of balance. We'll also kind of think about some tips and tricks on how to navigate that, as well as maintaining balance once we've found what feels comfortable. Reilly Chabie [00:03:02]: We'll talk a little bit more in-depth about boundaries. What do those look like? How do you set them? Maybe some examples of what those can look like. Then, of course, we'll round out with just some last thoughts, as well as some resources on campus that you'll be able to utilize. All right. So the 8 dimensions of wellness. I'm not sure who has heard about the dimensions of wellness, but something that student health and wellness here on campus really tries to focus on are these 8 dimensions. There's a variety and I'm sure you've heard of some of them, like maybe emotional wellness or social wellness, maybe physical wellness. All of these dimensions ultimately help us feel connected to the whole person. Reilly Chabie [00:03:45]: So each of these slices of this wheel relate to us as a whole person. And, arguably, when one of them isn't working out very well, when we're maybe struggling in that area or we're not giving enough focus to that area, we tend to feel like that area is faltering and thus, a lot of our stress and difficulties start to increase. So I think it's really crucial that if we're thinking about balance, it makes sense to kinda give some tangible names to how like, what what balance even looks like and what areas we're trying to focus on. These 8 dimensions also kind of help us feel fulfilled and, like, we're achieving the potential that we want to be able to set for ourselves. So even just adding this into our regular vocabulary can be very supportive in not only identifying what balance looks like, but also just kind of feeling connected to oneself. And I also think it's kind of helpful to to think about this in the context of if we know these 8 dimensions, we are then able to identify what areas need work or attention. So for example, if I'm not doing so well in terms of my social experiences, That's probably a good indicator that maybe working on building ways to support my social wellness would be crucial in creating some balance. Maybe feeling more engaged on campus or connecting better or more deeply with my friends and family, etcetera. Reilly Chabie [00:05:15]: So I might notice that one of these areas or multiple at one time are impacted. Therefore, I have at least some area to start, which honestly can be the most difficult part about finding balances, identifying even where to start. We'll talk a little bit more about how you can identify problem areas. But part of what we will navigate is how our values impact our dimensions of wellness. Once we've identified that connective tissue there, that helps us find gaps in relation to those values and how we can adjust accordingly in order to support our areas of wellness. I like to use this as our background or you could say the theme of what to consider as we go through the rest of the presentation. That wellness and especially these dimensions are going to be a core piece of identifying support, finding that balance, and ultimately feeling a little more whole as a person. Alright. Reilly Chabie [00:06:22]: Balance. Honestly, balance can seem a little bit like a buzzword in some respects. Right? That, you know, we've we hear in a lot of variety and in a lot of different contexts that were meant to hold some sort of balance between maybe social and personal life as well as work life as well as school life. And that can get really complicated really fast. So some things that maybe can be helpful in considering what balance is and how we identify how it plays out is by looking at the types of responsibilities and roles we hold in everyday life. When I'm talking about roles, I'm specifically talking about the things that we're typically doing. For example, some of the roles you might hold include being a student, being a friend, being a significant other. You could consider being an employee or maybe even more specifically identifying what your job title is. Reilly Chabie [00:07:24]: That is still considered a role. So we hold a wide variety of roles at any given point. And, therefore, we're gonna notice some balance challenges popping up because of all of those responsibilities that we're trying to juggle at any given point. And because we have all of those roles and responsibilities, there's this expectation we place on ourselves to try to figure everything out all the time. And when we're struggling to build that balance or kind of create that feeling of, Oh, I'm actually paying attention to all of these areas in my life, it really starts to add on this feeling of stress and anxiety. And honestly, sometimes just this feeling of, I'm not even sure what I'm trying to do here when we're not able to balance all of these different roles and responsibilities. So, something we kind of want to consider is 1, what are those roles? You know, being able to to put labels to those roles, but even more so, can we identify the amount of energy and focus that we need or want to devote to those roles? Right? So, for example, it will be likely that as a graduate student, you're going to put a lot of energy and focus into your role as a student. So that includes making sure you're writing your papers, getting your assignments done, maybe engaging in things on campus related related to your degree or just to build social connection. Reilly Chabie [00:08:53]: But there's a lot that plays into that. So if we're identifying that as a higher priority or kind of a higher value for us, we're probably going to devote a lot of time and energy to it. But depending on if we're creating balance, if we're adding too much energy and too much, you know, time to one area, it can kind of get a little exhausting and the scales might tip a little bit. And we feel like we're doing too much of one thing at one time. So it's important to kind of think about, all right, you know, how much energy do I want to devote to this area? How am I going to prioritize this in my day to day life? And if we're noticing there's some discrepancies in terms of, oh, I'm, you know, I'm putting a lot of energy and effort in, you know, this one area or this one role, but it's really not that important to me or it's taking a lot away from other priorities that I have. That's a great indicator that our balance is not as even as we would like it to be. Thus, giving us an end to identify a space to work on. We might also know outside of these roles that our balance is a little off kilter if there are too many demands. Reilly Chabie [00:10:07]: Right. So if we're thinking about as a graduate student, there's a lot of assignments and a lot of things going on. It might be a bit stressful and feel like there's too much going on in order to devote the time we need to in all areas. So we might need to kind of navigate what comes first and how much energy we wanna put into that. So if there are too many demands that can impact our balance, our expectations in terms of perfection or what we're striving toward, that can definitely impact balance because one, nothing is perfect. We can't accomplish perfect because it doesn't exist. Therefore, if we're striving towards that, we're we're not going to feel that sense of stability in the same way that if we set a reasonable or manageable goal. So I think that can be a helpful thing to consider. Reilly Chabie [00:10:57]: In a similar vein, if we set unrealistic expectations for ourselves, that one kind of sets us up for potential misbalance, but also that impacts just our areas of wellness. We don't accomplish what we set out, especially if we're starting with something unrealistic or unachievable in in that moment, giving those circumstances. We're kind of giving ourselves that opportunity to feel disappointed, to feel disconnected, to feel hurt by our process and thus slowly building up some of these negative experiences. So. Keeping in mind these roles, as well as the energy we're adding to that. And some of these additional concerns that struggle with balance. This might be a really great way for us to identify those areas, and then kind of work on the specifics on how to navigate that. So just kind of keeping those things in mind, both the dimensions of wellness and balance. Reilly Chabie [00:11:52]: We're going to kind of think about how else can I notice when my balance is not as equal as I would like it to be? And a big consideration in terms of balance is burnout. So burnout comes up a lot in college, in grad school, and arguably in any form of system where we're working on a lot of different things or playing a lot of different roles. And burnout is somewhat synonymous with lack of balance. You know, typically, when we think of burnout, we're saying, wow, you know, I am spending so much time in this one area, and I feel really exhausted by it. That's a good indication that we're not only we're experiencing burnout, but that our balance is being affected. So some signs or some indicators as to if we're experiencing burnout can include a variety. But I like to point these two sections out because burnout isn't always physical and it isn't always mental or emotional, and it can be a common a combination of both. So if there were some things you might notice in terms of burnout would be high blood pressure, reoccurring headaches, sleep concerns, stomachaches, or when we have high stress, our immune system is affected. Reilly Chabie [00:13:14]: Therefore, getting sick more frequently can happen. For the mental and emotional signs, we may notice concentration difficulties, we might notice low mood, maybe a loss of interest in our favorite things, feeling like we're falling behind in certain tasks or expectations, or maybe even feeling stuck. Feeling like we don't necessarily know how to engage or how to move forward. Obviously, this is not an exhaustive list. There are so many other variations to burn out and how we experience that. These are just some of the common ones. And, you know, for example, I know when I'm feeling rundown, I sometimes isolate. Maybe I disconnect from my peers, even though theoretically, I might feel very comforted by them. Reilly Chabie [00:14:01]: I think mentally, emotionally, and sometimes physically, I don't necessarily have that energy to devote to those social connections. Therefore, my balance is off kilter. So just kinda keeping in mind that while these are very common, they may not pertain to you, but these are some indicators as to when we're experiencing burnout. I also think too that if we're noticing that there's multiple of these experiences happening at once, that's a sign of more intense or more severe burnout. You know, naturally speaking, we might struggle with some of these concerns popping up here and there. But it's when those concerns start to become unmanageable or they're more frequent or more consistent, that's kind of when we need to be alerted to, oh, okay. Something's kind of going on here and maybe this is my time to tackle it. So, you know, we've talked a lot about ways we can identify when our balance is being impacted. Reilly Chabie [00:14:59]: We've talked about some symptoms specifically that might come up when we're experiencing lack of balance. We've also considered a little bit of roles and how those play into it and the energy we devote to them. So shifting a little bit, how do we take all of that knowledge and how do we change things if we feel like we need to recreate that balance or build better balance? And I think it's helpful to kind of think about a few different things specifically. So, first of all, balance is something that takes time and requires a little bit of a step by step process. Of course, with the understanding of the different roles and expectations that we have, it's not gonna be an easy thing to change overnight to completely adjust how much energy we devote in a certain place or in a certain area. So keeping in mind right from the get go that it's that it's a step by step process and that you will take your time doing it can be helpful in the pressure that we might feel in trying to create that balance. But that balance is also a continuum. I'm even thinking like balance as in 1, I'm feeling totally, completely disconnected. Reilly Chabie [00:16:16]: You know, I'm, I'm really struggling with that balance to 10 being I'm perfectly balanced to, to the best of my ability, given the roles, given the expectations that I have. And, of course, typically, we don't wanna be on the extreme ends because sometimes those can come with complications of their own. But if we can kind of shift into, you know, a medium level of balance or kind of be able to create that safe space for us, depending on where we're at, that's ideally the part of the continuum we want to be on. So kind of keeping that in mind that my balance is going... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33792912

Dr. Giordano’s Graduate School Experience: Overcoming Challenges and Embracing Opportunities 11/18/2024

Dr. Giordano’s Graduate School Experience: Overcoming Challenges and Embracing Opportunities Graduate education can often feel like an uncharted territory brimming with challenges and decisions that significantly impact one's career trajectory. In a recent episode of the Victors in Grad School podcast, Dr. Vice Chancellor for Student Affairs at the , shared his multifaceted journey through various degrees, offering invaluable insights and advice for prospective and current grad students. From English Literature to Counseling Services Dr. Giordano's journey began with an undergraduate degree in English Language and Literature from Rowan University. Although he cherished the skills acquired, it soon became evident that the path didn’t offer the career direction he sought. A year into a lackluster job as a copy editor, Dr. Giordano encountered an opportunity to delve into student affairs through a graduate residence director role. This serendipitous chance allowed him to pursue a Master's degree in Counseling Services, a move influenced largely by the practical benefits of a tuition waiver. "A lot of this is exploration and discovery and kind of being open to what could be," said Dr. Giordano, emphasizing the importance of adaptability. The Stepping Stones: Certificates and Doctorates Dr. Giordano’s thirst for knowledge didn’t stop at a master’s degree. His career saw him picking up a graduate certificate in Adult and Organizational Learning from Suffolk University, which he described as a crucial stepping stone that prepared him mentally and academically for the rigors of a doctoral program. His eventual Ph.D. in Higher Education from the University of Toledo proved pivotal. "Understanding the environment that we work in, the institution type, different student demographics...really taught me just kind of the world of higher ed and expanded my lens,” he noted. Each academic pursuit was a calculated move to enrich his skills, broaden his scope, and offer deeper insights into student affairs. Balancing Commitments: Keys to Success Dr. Giordano highlighted the importance of realistic goal-setting and time management. "You’re going to have to sacrifice something," he noted, speaking candidly about balancing full-time work, family commitments, and academic demands. His strategy involved turning a local coffee shop into his makeshift office and using late hours in his work office to focus on his studies. Personalizing his study environments and setting strict boundaries enabled him to successfully navigate through numerous academic challenges. Empowering Students: A Holistic Approach Today, Dr. Giordano employs skills gleaned from his counseling background to manage both people and situations effectively. Active listening, empathy, and conflict resolution are tools he uses daily to support his team and the broader student body at the University of Michigan Flint. His biggest advice to students contemplating graduate education is to “follow your heart” and to pursue areas where they have genuine passion, reflecting his own son's decision to switch majors to meteorology—a bold step fueled by passion despite the rigorous path ahead. Final Thoughts Dr. Giordano’s narrative is a testament to the nonlinear, often unpredictable paths that many take in their pursuit of higher education. His journey underscores the value of being adaptable, understanding oneself, and committing fully to one’s passions. Whether you are at the beginning of your journey or navigating through it, his insights offer a roadmap to making the most out of your graduate school experience. For those contemplating graduate studies, Dr. Giordano’s story is a powerful reminder that the path to success is seldom straight but is always worth the journey. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to victors in grad school. I'm your host, Dr. Christopher Lewis, director of at the University of Michigan, Flint. Really excited to have you back again this week. And as always, every week, you and I are on a journey together. We're on this journey of looking at grad school. You may be at the very beginning where you haven't even applied for grad yet, but you've got that inkling in your mind where you're saying to yourself, you know what? Grad school is where I am headed. And you're just starting to look at things, or you might have already applied. Maybe you got accepted already, or maybe you're in graduate school. Dr. Christopher Lewis [00:00:45]: No matter where you are, you are on a journey, and it will be continue to be a journey until you're through that graduate school experience. And that's what this podcast is all about. It is here to help you along this journey to give you some tools for your toolbox and to give you some ideas, some thoughts, some perspectives from other people that have gone before you that can help you to see maybe some of the roadblocks, some of the barriers, some of the things that those bumps along the way that you might not anticipate, and so that you can start planning ahead of time. That's why every week I bring you different guests, different people with different experiences that have done this graduate school journey for themselves, and it can provide some of their own perspective. And today, we got another great guest with us today. Doctor. Christopher Giordano is with us today. And Doctor. Dr. Christopher Lewis [00:01:34]: Christopher Giordano is the vice chancellor for student affairs at the University of Michigan Flint. And he went on his own graduate school journey. And we're gonna talk about that today. I'm really excited to have him here today to share that journey with you. Chris, thanks so much for being here today. Dr. Christopher Giordano [00:01:47]: Oh, it's great to be here. Thanks, Chris. Happy to be here. Dr. Christopher Lewis [00:01:49]: Well, I'm really excited to have you here as well. And I we're gonna go back in time. I wanna go back to those undergraduate days at Rowan University, where I know you did your undergraduate work. And, you know, you did that undergraduate work in English language and literature. But then at some point, after getting that first degree, you made a decision. You made a decision that you were gonna continue on and get a graduate degree in a different area in counseling services. So talk to me about what led you to decide initially that you wanted to move forward and move into that graduate degree? Dr. Christopher Giordano [00:02:25]: Absolutely. So like you mentioned, we all have our own journeys, and there are multiple kind of factors and variables that enter into how we make the decisions we do or how we end up where we do. And for me, it was sort of unique in that I had an English literature, English degree as an undergrad, which I loved, prepared me in in ways I had not anticipated. Use those skills today still, but it didn't really provide me with a career path per se because I wasn't interested in in teaching. I wasn't interested in secondary ed. So I ended up, working as a copy editor at KPMG. So back in the day, there were the big six accounting firms. It was KPMG, Pete Warwick. Dr. Christopher Giordano [00:03:19]: Now I think there are maybe 4 or who knows with all the with all the mergers. It was a very good global organization, but the work was not really what I was looking for. And sometimes you don't know until you do it. So I was literally editing business and consulting reports, and I would equate that to watching paint dry or watching a fan oscillate. I mean, it's pretty dry. Know, good experience, but not necessarily what I was looking for long term. So I did that for a year. And like many other people, you graduate, you need a an income. Dr. Christopher Giordano [00:03:53]: So it was a steady income. But then at that point, I decided that I had some friends out in California, and we always talked about maybe living out there together, so moved out there. But I went out there during a very difficult time. It was during one of our recessions, and it was very difficult to find employment at that time. So I ended up coming back to New Jersey where I was from, and I was looking at all kinds of opportunities. And I saw this opportunity as a graduate residence director at a small private college in New Jersey, probably about 10 minutes outside of Manhattan. And I was applying to many things at the time. So I was considering graduate school, but I think this is what led me to pursue it at that time because I ended up getting that position. Dr. Christopher Giordano [00:04:40]: And as part of that position, I was able to go back, get my master's for free in exchange for working in the residence halls. So that's what got me in, and the program that seemed to fit me best was their counseling services program. So I ended up enrolling in that program. And, you know, that's really provided me with with some, terrific, direction and skill development in ways that I hadn't anticipated as well. So a lot of this is exploration and discovery and and kind of being open to what could be and then being flexible with how you look at the next phases of your life. Dr. Christopher Lewis [00:05:16]: It's always important to look at those options. And, you know, it's interesting because when looking at some of your backgrounds, you also got another credential as you went along. You were working at Suffolk University and you got a graduate certificate, as adult in organizational learning. And then you continued on and got your doctorate degree at the University of Toledo, not exactly at the same time that you were working at the University of Toledo. So talk to me about those additional credentials. So you went on after the master's degree. You decided to continue learning, continuing to push yourself in different ways. What made you decide to get the graduate certificate, but then to push yourself even further to get that doctorate degree? Dr. Christopher Giordano [00:05:54]: Having received the the master's in counseling at what was at the time of Uppsala College, we were required to have 2 experiential types of placements. 1 was a practicum, and 1 was an internship. So I completed a practicum in a counseling center at William Patterson University, which is a state university in New Jersey. And I completed an internship in career services at Montclair State University and another state university in Jersey. And then that really helped with my pathway into higher ed. So my first position was at Long Island University at the CW Post campus as a co op coordinator, but that sort of propelled me on on the pathway of careers in in higher ed. And in higher ed, our product is education. This is kinda what we do. Dr. Christopher Giordano [00:06:44]: This is what we produce in addition to all kinds of other ancillary things. But, when you're in this this environment and in this culture, I think you continue to crave, you know, learning and more exploration, more discovery. So I had before I actually pursued that organizational learning certificate, I was working at the University of Connecticut and I enrolled in their doctoral program in human and family studies. My real path was in career in student affairs. That was my career path, but they didn't have a a student affairs program, student affairs higher ed. So this was one that I thought was close. You know, it was at a time in my life where I didn't have a lot of other demands on my time, and I thought it was, you know, the right time to go back. And and I took 2 or 3 classes in that program, and I just realized it wasn't for me. Dr. Christopher Giordano [00:07:36]: If I was gonna dedicate the time and effort, I needed to do it in an area where I had more of a passion. So that's what led me to, so when I took that position up in Boston at Suffolk, they had an organizational learning certificate, which at the time was meant to help get me back into the mind space of pursuing a a doctoral degree. So, you know, when you're out of it for a while, you forget what it's like to be a student. You forget what it's like to be kind of in that space and the type of discipline and focus and sacrifice it takes to hold a full time job and and then to go back and pursue a degree. So that was really designed just to get me kind of back into the swing of things. So I completed that, and then that I felt I was better prepared then to enter into a doctoral program. And that's what I did at the University of Toledo. Dr. Christopher Lewis [00:08:28]: And talk to me a little bit about the University of Toledo. You weren't working there, so it's not the same perspective in regards to some of your other degrees and working for those institutions. What made you decide that the University of Toledo was the right bit for the doctorate program that you chose to attend? Dr. Christopher Giordano [00:08:43]: Well, I was working there for a short time, so I'll go a little far afield here, but my wife and I met in Boston. We were at the, working at the same university in Boston. She's originally from Toledo, born and raised. She was looking to get back there. We just had a couple kids and cost of living, close to family, all that kind of stuff. So I ended up accepting a position at the University of Toledo, and I worked there for a year. And I enrolled in their doctoral program during that 1st year. And I was only really interested in applying for positions at universities that had doctoral programs that I was interested in, and they had a higher ed doctoral program. Dr. Christopher Giordano [00:09:19]: So I started there, and then again, this was in, I'm gonna say 2,009, and I think that was when another big recession hit. And my position was a newly created position, so it was one of the first that was that was sort of eliminated. So I began the program, transitioned into another role at another college, but then I maintained my my enrollment in that higher ed program. Dr. Christopher Lewis [00:09:42]: So in all of these different degrees, going from undergrad to masters, going into the certificate, going into the doctorate, every level, there are transitions. Every student goes through them. You started off by going from high school into undergrad, undergrad into those additional degrees, and you found success in those. You got through the degrees. You kept moving forward in your career. What did you have to do to set yourself up for success in those different degrees? And what did you have to do to maintain that success throughout your graduate school experiences? Dr. Christopher Giordano [00:10:15]: Yeah. I would say a big part of this for me is you understanding the commitment that it's gonna take to get through this, especially when you have all these other demands in your life. If you're working a full time job, if you do have a family, if you have other sort of obligations and responsibilities, you're gonna have to sacrifice something. And for me, I knew I wasn't really willing to sacrifice the time with my kids, so it was all the other sort of leisure activities that I would normally do. And my time was really spent just focusing on classes, study time, weekends would be dedicated to study. And for me, I knew I couldn't do it at home. There were just too many distractions at home. So I remember in Toledo, there's this little Big B Coffee Shop, and I would take up this corner table in this big b coffee shop, and I would be there every week, every month for years, and that was sort of my my office. Dr. Christopher Giordano [00:11:11]: The other place I I would work, I would stay late in my office at work, and I would work there as well. I just knew that, trying to work at home was not gonna be, I think, effective for me, which is just personal. It's, you know, it's it's what works best for you. So I needed to make those decisions about what I was willing to, eliminate to create additional time for me to do the things I needed to do to be successful. And and if you enter into something, you you certainly wanna set yourself up for success. And I think sometimes that's that's where we we fall down a little bit is not really taking into account how this is gonna affect the rest of your life, and then making those sort of intentional decisions about how you're gonna alter that to allow yourself to be successful. Dr. Christopher Lewis [00:11:56]: Now you've had numerous degrees. They've been at in different types of areas. Talk to me about, as you look back at your graduate education and you look back at your career and the work that you're doing now as a vice chancellor for student affairs at the University of Michigan Flint, how do you feel that those graduate degrees, your undergraduate degree, all of these degrees in total, have prepared you for the work that you do on a daily basis? Dr. Christopher Giordano [00:12:21]: I think it's a great question. And I and I think each has served a role. As an undergraduate English major, it really teaches you how to think critically. It develops effective problem solving skills. It certainly helps with developing strong communication skills, certainly written communications. That's a huge part of my position here constantly, you know, having to craft different communications, whether it's it's out to the campus, whether it's to other constituents needing to speak in front of groups. So you have to develop, you know, the the ability to to, craft comments and be effective at public speaking. So the English degree has really helped me, I would say, throughout my career. Dr. Christopher Giordano [00:13:05]: And and again, in ways that I didn't necessarily anticipate. And my my counseling degree has really helped me as as a supervisor and as as a leader. It's really provided me, and I use these counseling skills every day. The active listening skills, you know, empathy and and conflict resolution, team building. All of these things through counseling, I really use on a daily basis because as you continue to grow in your career, and certainly along my career path, you take on more of an administrative role. And as an administrator, what you're doing is managing people and situations. And that is the lion's share of what you do, and you have to have sort of the emotional intelligence and the ability to manage people in effective ways and hold people accountable, but at the same time provide them with the kind of support and resources they need to be successful. So much of what I learned in counseling has really allowed me to focus in on what some of the issues are, whether it's person centered or issue centered, and then really develop some intentional ways of meeting needs of of people or managing people in situations. Dr. Christopher Giordano [00:14:24]: But I remember when I was a counselor in some of these counseling sessions, you are so laser focused on not only what somebody is saying, but how they're saying it, what their body language is, what their facial expressions are. And these are all different types of communications. So I continue to use that as I work with people and really try to necessarily what they're truly communicating or what truly the issue is. And really try being sure that you're you're not solving what you think the issue is, but you're at the heart of truly what is the issue, and then you're you're kind of getting at that. So counseling has certainly helped me with that. And then the doctoral degree, that's really understanding the environment that we work in, the institution type, different student demographics, what you can know through data about your student population on the way in, so you can prepare for what some of these needs are gonna be, what some of these gap areas are, and how you continue to create the conditions and environments that allow them to be successful.... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33643922

Yasmine Affes on Balancing National Leadership and Graduate Studies 11/11/2024

Yasmine Affes on Balancing National Leadership and Graduate Studies Graduate school is a unique journey marked by both challenges and triumphs. For those pursuing careers in the healthcare sector, like , a at the University of Michigan Flint, this journey is even more demanding and rewarding. In a recent episode of Victors in Grad School, Yasmin shares her insights, from choosing a graduate program to finding success within it. This blog explores her journey, her path to leadership, and her tips for future graduate students. The Journey to Graduate School Yasmine's journey to graduate school began in high school, ignited by her passion for math and science and guided by her mother, a physician. Unlike many who stumble upon their career paths, Yasmine was proactive, researching various medical professions with her mother's help. She discovered the PA role, a perfect blend of her interests and career aspirations, offering flexibility across various medical specialties. Yasmine received her undergraduate degree in Sports and Exercise Science from Wayne State University. During her undergrad years, she accumulated essential clinical hours and served as President of the Pre-PA Society, demonstrating her leadership potential early on. Choosing the Right Graduate Program Selecting the right graduate program can be overwhelming. Yasmin solely applied to the PA program at the University of Michigan Flint, a decision influenced by her extensive research and active involvement in the Pre-PA Society. Her interaction with the program director and faculty, coupled with the program's commitment to serving underserved communities like Flint, cemented her choice. "I loved everything about U of M Flint's program... and I could not be more happy with my decision. The biggest reason I chose PA was because of the flexibility," Yasmin shares. Overcoming Challenges Graduate school is notoriously challenging, a truth Yasmine experienced first-hand. She struggled in her first semester, even failing an exam. Rather than view these setbacks as failures, Yasmin leveraged them as learning opportunities. "Grad school is a different beast... but those are the topics we're truly interested in," she reflects. Yasmin adapted her study techniques, focusing on creating questions and scenarios that deepened her understanding of medical conditions. The support from faculty and resources like a learning specialist played crucial roles in her academic turnaround. Reflecting on her journey, Yasmine emphasizes the importance of resilience and adapting one's study methods to meet the rigors of graduate education. Leadership and Advocacy Yasmine's leadership journey didn't stop at the state level. Her involvement with the (MAPPA) piqued her interest in national advocacy. Encouraged by peers and her own drive, Yasmin ran for and was elected President-Elect of the . This role blends her passion for advocacy and leadership, allowing her to impact legislation and advocate for PA students nationwide. Yasmin expresses a deep commitment to increasing diversity within the PA profession and advocating for underserved communities. Tips for Future Graduate Students Drawing from her experiences, Yasmine offers several tips to future graduate students, particularly those in clinically based programs: Active Learning: Passive learning is insufficient for mastering complex medical topics. Yasmin recommends actively engaging with the material by creating detailed scenarios and questions to test understanding. Utilize Resources: Most graduate programs offer support resources like learning specialists. Yasmin found these invaluable in overcoming academic hurdles. Network and Get Involved: Building a robust professional network is crucial. Yasmin’s involvement in state and national advocacy not only broadened her network but also enriched her educational experience. Resilience: Accept setbacks as part of the process. Yasmin’s initial struggles were pivotal in developing the adaptive strategies that led to her success. Yasmine Affes’ journey underscores the importance of preparation, adaptability, and involvement in finding success in graduate school. Her story is a testament to the impact of resilience and leadership in overcoming challenges and making a difference. For those on the cusp of their graduate school journey, Yasmin's experiences offer a blueprint for navigating this complex and rewarding path successfully. As she continues to advocate for PA students and underserved communities, Yasmin exemplifies the potential for graduate students to make significant contributions to their fields and communities. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the Victor's in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. As always, you are on a journey. And I say it's a journey because it truly is a journey. Every person that is thinking about graduate school is in graduate school, sees that light at the end of the tunnel because you're almost done with graduate school. Wherever you are in this continuum of thinking about or being in graduate school, you're on that journey, and you're working toward the goals that you that you have set for yourself. And that's why this podcast exists. Dr. Christopher Lewis [00:00:48]: Every week, I love being able to sit down, talk to you, and to be a resource for you, to help you to be able to step through that journey, walk through that journey to help you along the way. And that's why every week we bring you different guests, different people with different experiences that have walked on this path like yourself, that are currently in graduate school, have completed graduate school, but have figured out some things along the way about what it takes to find success in that journey. This week, we got another great guest with us today. Yasmin Afes is with us today, and Yasmin is a physician assistant student at the University of Michigan, Flint. She did her undergraduate work at Wayne State University. And then soon after graduating, she made that decision of applying to graduate school and decided to attend the University of Michigan Flint. But I'm really excited to be able to talk with her about her experiences and her journey into graduate school and now through graduate school, and I'm happy to introduce her to you today. Yasmin, thanks so much for being here today. Yasmine Affes [00:01:58]: No. Thank you for having me. Dr. Christopher Lewis [00:01:59]: It is my pleasure. I'm really excited to be able to talk with you. I mentioned that you had done your undergraduate work at Wayne State University. And every student has that origin story and that journey that they go on. You did your bachelor's degree in sports and exercise science. And sometime along the way, you made a decision. You made a decision that you wanted to continue on to work toward being a physician assistant. I know you've got involved as an undergraduate student in the pre PA society there. Dr. Christopher Lewis [00:02:30]: You were the president of the pre PA society there. So bring me back. Let's go back to that beginning and talk to me about those first steps. And what were the reasons that you chose that you wanted to continue on to go to graduate school to become a physician assistant? Yasmine Affes [00:02:44]: Yeah. So I actually started in high school. My senior year of high school, I remember thinking like, what school do I want to go to and what do I wanna major in? Because those things determine what I wanna do for the rest of my life as well. So I was like concerned about it because I had no idea what I wanted to do. I guess that was most people in high school. I was like, I need to figure this out. Like, I need to come up with a plan. And I talked to my parents about it. Yasmine Affes [00:03:09]: I was like, I don't wanna go to medical school, but I like medicine. Like, I like math and science. Those have always been my strong suits. And my mom told me about the PA profession. And we both did research together about it and saw, like, what I needed to do. So my senior year of high school, she actually put me in I'm lucky because my mom is in also in medicine. My mom was a physician. So she helped me a lot guide me through the ropes. Yasmine Affes [00:03:33]: But, throughout this journey, like, I have that guidance. So what I try to do is give it back to others. So my mom put me in certified nurse assistant course. So my first job was a CNA out of high school, And then I accumulated my patient care hours throughout undergraduate. I worked as a COVID tester. I worked as a medical assistant for a pulmonologist for two and a half years. So I got all of my hours in during undergrad so that I could just go straight from undergrad to PA school. So that kind of worked out well for me, and I got really involved at Wayne State as well. Yasmine Affes [00:04:09]: I actually chose Wayne State first because it's a good, like, medical school or and, like, it has great math and science courses. But second, because I ran track in college, I always wanted to run track, and I wanted to pick a school where I could do that and something I'm interested in. So and then I ended up starting my own club at Wayne State called Herd Immunity where we discussed vaccines and the importance of vaccines. And I think, like, having that extra curricular involvement and being involved in the community in Detroit an underserved area and applying to school that's in Flint also an underserved area those attributes were very appealing for me and my application. I I feel like U of M Flint was actually the only graduate school I applied to that cycle. I really enjoyed the program. I went to so many monthly meetings and I loved the faculty. They knew my face because I would ask so many questions every time but I loved everything about U of M Flint's program and that ended up being the only school I applied to and I could not be more happy with my decision. Yasmine Affes [00:05:15]: And I love PA school. My mom says no matter which PA school you would go to you would love it, but I think our faculty is super supportive, and it's been amazing. The biggest reason I chose PA was because of the flexibility. So you can work in any specialty. We're trained as generalist. We're based on the medical model, so we're learning similar things to students in medical school are, maybe a little less detailed. There's a lot less histology, like cellular level things, and there's less pathophysiology. We learn really the nitty gritty, the basics, and then we build upon that. Yasmine Affes [00:05:51]: So we also don't get any breaks throughout school. It's a continuous 27 no. Mine is 28 month program. The average program in the country is 27 months. That's why I ended up choosing PA school, and I'm really happy with that decision. Dr. Christopher Lewis [00:06:07]: So I can tell you did your research, which is great because not everybody does as thorough of research as it seems like you did to figure out the right program for you, and you did choose to attend the University of Michigan, Flint. Bring me back to that decision making process for you. You did say that you did your research and you only applied to the one program. Not everybody chooses to do that in the in the CASPA system, and, you know, many people will choose to try a couple of programs that seem like good fits. So what were you looking for in a PA program, and what made you ultimately decide that the University of Michigan Flint was that only pro program that you're going to apply to? Yasmine Affes [00:06:47]: Yeah. So I went to the most monthly meetings for U of M Flint. I went to so many during undergraduate because I was the president of the pre PA society. I had to talk about these programs and what makes them different and different attributes. So I had to educate myself, but also it was a win win because I had to learn about the other programs in the state for myself so that I knew what would be the best fit for me. Our program director, Gilkey, she actually spoke to our pre PA society. And the first time she spoke to us, I think I was a sophomore in college, and I was running that meeting because the higher ups couldn't go. So I was asking professor Gilkey questions about the program, and I fell in love with it then and there. Yasmine Affes [00:07:27]: She really talked about wanting to support the community of Flint and things that we could do to help Flint. There's like a volunteer program. We go to we go to schools and tutor kids in an after school program. I think we did it about 3 or 4 times a semester for a few hours, and those were pivotal moments to see, like, what is really happening in our community. I had a child who was crying and I thought, oh, she might have gotten hurt. She might have been bullied or something. And I went up to her and I was like, why are you crying, sweetie? And she had tooth pain. And I looked in her mouth with a flashlight and she had the worst cavity rotten tooth I've ever seen. Yasmine Affes [00:08:08]: Like, she's never been to the dentist and just seeing, like, the health disparities in this community and wanting to be able to help them. I've always wanted to work in an underserved community. I plan to work in an area similar to Flint or Detroit or somewhere where I can truly make a difference. And I think having that experience in a community like this is amazing. I mean, she didn't go into as much detail as that when she was talking about it, but I was really in awe of the program and the things that they do to help blend in. So that's ultimately why I chose it. And, also, because CASPA has a different application cycle, our school isn't rolling, and the application deadline was later than the other schools, and I just didn't feel confident. I feel like I'm kind of a perfectionist, and it was ultimately, like, one of my top choices. Yasmine Affes [00:08:56]: So I was, like, it's okay if I just apply to one school this cycle. I can apply to much more. And the high school is extremely competitive. Like, I was not thinking I was gonna get in the first time, especially only limiting myself to one school. For the students listening, I recommend applying to, like, 7 to 9, but really truly doing your research on every program and every single requirement. Because a lot of schools, if you don't meet all of the requirements, they don't even look at your application. So it's super important to do your research and take time. And I felt like giving all of my time and energy into one school definitely upped my chances, but also, like, limited myself as well. Dr. Christopher Lewis [00:09:33]: Now every student goes through a transition and you go through undergraduate, you're taught in a specific way. You get used to that way as you go through that experience. And then you go to grad school. And in grad school, it's very different, especially being in a clinically based program, very different model of education, learning, etcetera. So there is that transition of being able to make that jump from undergraduate to graduate and being able to find success in that. So talk to me about what you had to do. What did you have to do to be able to set yourself up for success as you entered into the program? What have you had to do to maintain that success as you've gone through the program thus far? Yasmine Affes [00:10:16]: Yeah. Grad school is a different beast. Everyone tells you it's so much harder than undergrad, but you truly don't understand until you're in it. And I struggled a lot my 1st semester. I was failing exams. I was not confident in myself. I thought, oh my god. Like, I'm the only one in my class who failed this. Yasmine Affes [00:10:34]: Like, I'm not cut out for PA school. But at the end of the day, these are the topics we're truly interested in. Like, this is the medicine. This is things that are helping people. And in the future, we will need this knowledge no matter what. So I just changed up my study tactics, and I failed a class my 1st semester, which was really scary. But since then on, I I never failed again. I found my groove, and I think it helped me learn, like, oh my god. Yasmine Affes [00:11:01]: This is really serious, and I need to put more effort into finding a way that works for me to study. But, wow, grad school is so difficult. I've finally found my way, and I think right now I'm doing really well, and I only accredit it to my failures on the past. Dr. Christopher Lewis [00:11:19]: And sometimes you have to have those stumbles, those failures along the way. And sometimes that's difficult because students that go to graduate school, sometimes they had smooth sailing in undergrad, did really well, didn't have any stumbles in there, and then they get to graduate school. And then that confidence, that imposter syndrome sets in, and you feel like, should I be here? Am I cut out for this? Is this really what and you gotta tell that brain of yours to just shut up and be able to keep moving forward because, like you said, you found your groove. It may take a little bit of time and figuring out, okay, what do I have to do different in this type of education versus what I had to do as an undergrad? Yasmine Affes [00:12:03]: Yeah. And for our program, we have a learning specialist that also works with the medical students at U of M. So she will tell you what to change up and help you along the way as well. We have a great faculty who will support you along the way. Dr. Christopher Lewis [00:12:17]: So one of the other things that I know that you did, you you were very involved as an undergraduate student. And then as you got into your work here in the PA program, you decided to get involved with the Michigan Academy of Physician Associates. You became a class representative. You got involved, with the public relations committee. You did a number of things, which I'll have to say, probably should not be a surprise with how involved you were as an undergraduate student. But that's good because I've talked about in the past that it's important for your future success to be able to not only focus on the academics, because that's why you're here, but to create that network for yourself and build other opportunities. But now you ran and you are the president-elect for the student academy with the American Academy of Physician Associates. Talk to me about this position that you now are in and what you're going to be in as you become the president of the student academy and why you decided that you wanted to get involved at that national level? Yasmine Affes [00:13:19]: So I was extremely involved at the state level. I was going to the MAPPA summit, which is our Capitol Hill day, advocating for bills that PAs should be included in. We're not trying to increase the scope of practice in any type of way, but I think it was we were left out of because our profession is still so new. But we talk about the bills with the legislators and they're like, yeah. Like, I don't know why you're not in this. It's like very basic. So it was a learning experience because it sounds so scary to talk to a legislator, but they're just people. They're just like us, and they absolutely love to hear from their constituents. Yasmine Affes [00:13:52]: So I thought that was a really impactful experience. And then we actually brought a legislator in to speak to our program, and I felt like I was getting a lot of leadership and experience through Michigan Academy of Physician Associates. And then Kyle, one of my classmates, he is our leadership and advocacy chair in our student society, and he brought in our student adviser for the student academy... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33437682

From Graphic Design to Digital Marketing: Caroline Rathbun's Graduate School Journey 11/04/2024

From Graphic Design to Digital Marketing: Caroline Rathbun's Graduate School Journey Graduate school is more than just an extension of your undergraduate education. It’s an intricate journey that demands dedication, strategic planning, and a deep understanding of one's personal and professional goals. In a recent episode of the "Victor's in Grad School" podcast, host sat down with , a communication and digital marketing specialist, to discuss her path from undergraduate studies to a successful career in digital marketing. Caroline’s story is both inspiring and enlightening for anyone considering or currently navigating through graduate school. The Decision to Pursue Graduate School Caroline’s journey began with an undergraduate degree in design and visual communications from the University of Michigan Flint. Like many graduates, she was in the process of figuring out her career aspirations. While she appreciated her field, she realized that graphic design alone didn’t fulfill her professional ambitions. This epiphany led Caroline to leave her first job and venture into freelancing, allowing her to explore different facets of the communication field. It was through freelancing, especially her projects with prominent organizations in Flint, that she discovered her passion for digital marketing and social media management. Recognizing the shift from traditional to digital media, she decided it was time to pursue a master's degree in strategic communications to advance her career. Choosing the Right Graduate Program Selecting a graduate program is a pivotal step. Caroline's decision to enroll in Michigan State University’s strategic communications master’s program was influenced by several factors. She conducted thorough research, prioritizing programs that offered a robust curriculum and flexibility. Michigan State’s online program stood out for its reputation and comprehensive course offerings, and it also allowed her to manage her studies alongside her professional responsibilities. Caroline emphasized the importance of aligning the program with one’s learning styles and personal commitments. She recognized that an online program suited her better due to her tendency to lose focus in traditional classroom settings. The flexibility to learn at her own pace was a game-changer. Transitioning to Graduate School The transition to graduate school can be daunting. However, Caroline found that having a clear goal and purpose made the shift smoother. She approached graduate school with a focused mindset, aware of the sacrifices she would need to make, such as setting aside dedicated study time and balancing work and studies. Caroline stresses the importance of self-awareness in understanding one's learning and research methods. For her, project-based work was more effective than rote memorization and testing. This self-understanding helped her choose a program that matched her strengths, thereby enhancing her chances of success. Maximizing the Graduate School Experience Engagement and intentionality were key factors in Caroline’s success. Despite the online nature of her program, she made it a point to stay connected and engaged with her coursework and classmates. She approached discussion boards with genuine interest, contributing meaningfully rather than merely fulfilling requirements. Throughout her graduate journey, Caroline was proactive in applying her learning to real-world situations. For instance, a course on crisis communication proved invaluable when she found herself implementing a crisis communication plan during the COVID-19 pandemic at Kettering University. Graduate School's Impact on Career Caroline’s graduate education significantly impacted her career path. The skills she acquired, especially in strategic communication and digital marketing, were directly applicable to her roles post-graduation. Her current position at the University of Michigan Flint involves mass communication, digital signage, and strategic engagement with the campus community—tasks that her master’s program prepared her for. Courses she once questioned—like crisis communication—became unexpectedly relevant, showcasing the importance of a diverse and comprehensive curriculum. Advice for Aspiring Graduate Students For those considering graduate school, Caroline offers valuable advice: start by deeply understanding yourself. Recognize your study preferences, professional goals, and life circumstances. Choose a program that aligns with your strengths and accommodates your lifestyle. Planning is crucial. Envision the next few years of your life and anticipate potential challenges. Graduate school often coincides with significant life events, so being prepared can help manage unexpected hurdles and keep you on track to achieve your academic and professional goals. Caroline Rathbun’s journey from an undergraduate student uncertain about her career path to a successful digital marketing specialist is a testament to the transformative power of graduate education. Her story underscores the importance of self-awareness, strategic planning, and proactive engagement in achieving success in graduate school. For anyone considering this path, Caroline’s insights provide a valuable roadmap to navigate the complexities of advanced education and emerge victorious in your professional endeavors. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the Victor's in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. I'm really excited to have you back again this week. Every week, you and I are on a journey together. This journey is all about the graduate school hopes, dreams that you have for yourself and the things that you can do to be able to find success in that journey. And I say journey because it is a journey. Every one of you is on a journey that is very unique to who you are, and it's so important to understand that it is going to be different for every person. However, there are things that you can do right now, whether you're in graduate school or not, to be able to set yourself up for success and to do things even while you're in graduate school to find even greater success, to help you to be able to take the most out of that experience. Dr. Christopher Lewis [00:01:11]: That's what this podcast is all about. This podcast is about helping you to be able to find success in this journey. And that's why every week, I bring you different people with different experiences that have done different things, but they've all done one thing that is similar. They all went to graduate school. Now, the graduate school journey that they were on is gonna be different than the one that you're on, but they still had to do things to find success in their own journey. And so I hope that in all of these conversations that we have, you've got some paper out, you've got your pen out, you've got some some you've got your listening ears open to be able to help you to take some tools for your toolbox and be able to prepare you well. Today, we got another great guest with us. Caroline Rathbun is with us today, and Caroline is the communication and digital marketing specialist for the division of student affairs at the University of Michigan Flint, and she has her own journey of doing her undergraduate work at the University of Michigan Flint, but then leaving and going to Michigan State University for a master's degree in strategic communications. Dr. Christopher Lewis [00:02:23]: We're gonna talk about that journey today, and I'm really excited to have her here. Caroline, thanks so much for being here. Caroline Rathbun [00:02:29]: Yeah. Thank you so much for having me. I'm excited about this. It's a fun opportunity. Dr. Christopher Lewis [00:02:33]: Well, I'm really excited to have you here as well. And I guess first and foremost, I wanna go back in time. I said you did your undergraduate work at the University of Michigan Flint, and you did that undergraduate degree in design and visual communications. Caroline Rathbun [00:02:49]: Correct. Yep. Dr. Christopher Lewis [00:02:50]: And then you went off, you did some work. And during that work life, you you started to get those professional experiences. But sometime in the first few years, you got the inkling that you wanted to do something a little bit different. You wanted to go a little bit further, and you wanted to go to graduate school. So bring me back to that point. What made you decide that you wanted to go to grad school? Caroline Rathbun [00:03:14]: Yeah. So, I mean, after my time at U of M Flint, I still felt like I was still kind of in that figuring it out phase. I had attained my degree. I was ecstatic about that. I honestly never thought I was a person that was gonna go beyond maybe even an associate's degree. So the fact that I had earned a bachelor's degree was, it was big for me. So after a couple years just kind of out in the workforce, I realized pretty quickly that I didn't wanna exclusively do graphic design. As much as I loved the field and the design aspect of it, I just I wanted more. Caroline Rathbun [00:03:42]: I wanted to use my brand in a different way than just design. So I left my first job out of college, and I set out on my own as a freelancer. And I had a great opportunity to work for some really awesome business and organizations in Flint. I got to do some freelance work for the Krim Fitness Foundation, Redwood Restaurant Management Group, Sky Point Ventures, a lot of different groups. And during that time, I did some graphic design work, but that's kind of what introduced me into some more of the digital marketing side of things, the social media management, and just a little bit more into the communications field. So that's really what kind of sparked that interest and understanding that I think in order for me to get to that next level, I wanted to find a program that was really kind of on the cutting edge in the beginning of this transformation we were seeing from your traditional print media marketing to the digital side. So looking into programs, I found that Michigan State had, the strategic communications master's program, and I grew up a Michigan State fan, so that was kind of a plus. But also Michigan State has a really great reputation for their communications fields and degrees, so that was a huge selling point. Caroline Rathbun [00:04:45]: And it was fully online. So I knew at that time I was gonna be going back into a full time job after kind of doing some freelancing for a while. So I wanted something that allowed me to have some flexibility to be able to go at my own pace with earning this master's while I was still trying to figure out a lot of my early career goals and ambitions. Dr. Christopher Lewis [00:05:02]: So you you talked about the fact that you did a little bit of research, and you were trying to find a program that had specific aspects to it, and you found that Michigan State was that program for yourself. Bring me back to that point of the research that you were doing. What were you looking for in a program, and what were some of the linchpins? And you kinda talked a little bit about this already, but what were some of those linchpins that made Michigan State outweigh other schools? And what were some of the other things that you were considering when you were looking at programs side by side? Unless it was just one program that you ended up saying it was it's only this program. Caroline Rathbun [00:05:39]: Yeah. It kind of ended up being the one program, but it was more so that it was kind of the timing of it. I while I was a little bit impulsive to do to apply for grad school, I applied pretty late in the application process, but because it was a newer program, they were happy to accept me kind of later on in the stage. I looked into some other programs a little bit once I kind of understood that was the area I wanted to focus in. But this one really just had, I think, the most robust offerings. And with it being an online program, that was just a huge thing for me because I knew I wasn't gonna have the time to be going into classes. And whether that be commuting to another school or if I was still staying local, finding somewhere nearby that offered what I was looking for fully. Dr. Christopher Lewis [00:06:21]: Now making a transition into graduate school is always a transition, and it's challenging in its own way because you're going from the way in which you've been educated as an undergraduate student and the expectations in graduate school are different and sometimes much more challenging, and faculty are going to expect more of you in many different ways. So talk to me about that transition because you were able to find success in going through graduate school. What did you have to do to set yourself up for success as you transitioned into graduate school? And what did you have to do to maintain that success throughout your graduate school program? Caroline Rathbun [00:07:00]: Yeah. I think going into graduate school versus starting your undergraduate, it's just a completely different mindset, at least that I went into it with because like I said before, I was very unclear on what I wanted to do for a long time. You know, I started off at Mott Community College, transferred over to U of M Flint. And at that time, I was just just figuring out a lot of who I was even as a person. And by the time I made it to that grad school stage, for me, it was the shift that like this was for me in my goals. What, you know, I was able to be in more of a focus program that was meeting the the goals that I had as a professional and learning the things that I wanted to learn. So I think that helped a lot and just reframing my mindset because I think a lot of times in undergrad, you have to take a lot of classes that may not interest you or there's more distractions just socially and things like that. So that was a big thing too. Caroline Rathbun [00:07:45]: It's just shifting my mindset to understanding the sacrifices I would have to make as a graduate student, knowing I'd have to set aside dedicated time to work on this, to focus on this. And and that was another thing. I just know that I was more successful in my undergrad when I had online classes than I did in person because I would tend to not want to always attend my classes regularly. So that was another big thing for me was just knowing that I could do it at my own pace. I could set kind of my own class schedule, and I think that's important for people when they're looking into a program to understand that that about myself. I know even throughout a program through a longer semester, I was diagnosed at a young age with ADHD. I tend to lose focus, lose intention, get distracted. So it was just a lot of work for me to remember to maintain that and why I was doing that and bringing myself back to it. Caroline Rathbun [00:08:31]: You know, I'm taking out these loans. I'm gonna have to pay them back. I need to make sure I'm making that worth it worth the time, and I'm getting the most out of this experience. Dr. Christopher Lewis [00:08:39]: So you talked about taking the most out of this experience. Talk to me about what you did during graduate school to do just that. Caroline Rathbun [00:08:46]: Yeah. I really, I really tried to make note. It being online, you're not gonna have the same experience as an in person where you're gonna be talking to people in classes or just seeing people around the hallway. But I wanted to make sure that I still felt some connection towards the school and towards the university. So just trying to make sure I was very engaged in my classes. A lot of times online, you have to do your typical standard question boards, you would talk to 2 people, not just going in and doing it just to go through the motions, but trying to be very intentional and mindful just about my approach in the classes and how I communicated with people. And even with the classes that may not have been a peak interest to me, just trying to understand that there is a reason that they want me to take the class. There's a reason that I'm here. Caroline Rathbun [00:09:27]: I am going to try to it may not be the one that interests me the most, but I'm going to engage with it and try to to understand why it's something that I should be learning throughout my grad school journey. Dr. Christopher Lewis [00:09:37]: Now you did finish up your degree, and you went off back into the workforce and now you're here at the University of Michigan Flint in a new role. And I guess as you look back to your graduate school experience and you think about the work that you're doing on a daily basis, how do you feel that your graduate degree helped prepare you not only for the work you're doing right today, but the work you've been doing since graduate school? Caroline Rathbun [00:09:59]: I think I look at so much of the stuff I learned during that time and I apply it on a daily basis. I'm communicating out to the campus on a mass level. I'm sending out email communications and putting things out on our digital signage. So that's a big part of it is understanding the brand voice, making sure I'm aligning with the brand standards of the university, and just understanding my audience and the target audience that I'm trying to get to and reach to. So that's a big thing. You know, I've only been in this role for about 2 months now. But just trying to bring a lot of the strategy side to it and the intentional side of using the information we can collect, whether it's data points from how students are communicating, engaging with our material, or just seeing how students are around campus, understanding what their needs are. And a lot of that in my master's program was just really trying to use data and research in areas like that to better understand what your audience needs. Caroline Rathbun [00:10:49]: And so when we're communicating or marketing to them, we are making sure our message is being heard, and it's being heard to the right people. So I use a lot in a day to day basis. And even beyond that, you know, like I was saying, one of the classes that I took during my master's was crisis communication. And at the time, I didn't really I was like, I don't really understand why I need to take this. I'm not gonna be in a crisis communication type team. Lo and behold, right when I'm about to graduate, COVID happens. I'm working at Kettering University on their communications and marketing team, and we had to implement crisis communication plan on a whim. And thankfully, I had that knowledge from my program that helped me to be able to build the foundation of everything that we needed to put out throughout campus while we were dealing with everything that was unfolding with the pandemic. Dr. Christopher Lewis [00:11:30]: Now, as you look back at your graduate education and you think about other individuals, other people that are thinking about graduate school, what are some tips that you might offer those students that might help them to find success sooner? Caroline Rathbun [00:11:45]: I think it starts while you're in your undergrad. If that's something you are remotely considering, really trying to take that time to understand yourself. Understand your study methods, your learning mess methods, your research methods, because that's really what will set you up for success once you move to graduate school. And also understanding, you know, I have a different learning style than most people. I am a very visual learner, and I knew that if I was to go into a program where it was gonna be a lot of memorizing text and repeating literature and things like that, I would I probably wouldn't find the same excess success. I I succeeded more... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33436992

Mastering Graduate School and YouTube Fame: Lessons from Dan C. Bearded 10/28/2024

Mastering Graduate School and YouTube Fame: Lessons from Dan C. Bearded Transitioning from one career path to another is never simple, but for some, it can lead to opportunities that were never originally envisioned. , also known as , a middle school teacher turned YouTube content creator and keynote speaker, personifies the winding journey of career transformation aided by graduate education. This blog post dives deep into the enriching conversation between Dr. Christopher Lewis and Dan C. Bearded, exploring the roles of education, passion, and unexpected avenues in finding success. The Initial Leap: Choosing Graduate School From Classroom to Administration Dan started his educational journey by earning an undergraduate degree at the University of Michigan Flint. He began his career as a middle school teacher and quickly became known for his effectiveness, which led to several leadership roles within his school. His exemplary performance prompted his administration to encourage him to pursue a path in school administration, including becoming a principal. Deciding on a Program Catering to his full-time teaching schedule and family life, Dan chose a master's program at the University of Phoenix due to its flexible, hybrid model. This allowed him to pair online coursework with one-on-one mentorship within his community. The arrangement was a perfect fit for his hectic lifestyle, encompassing work, coaching, and family responsibilities. Navigating Graduate School: Tips for Success Making the Transition Transitioning from undergraduate to graduate school required Dan to adjust several aspects of his life. For Dan, this meant honing his organizational skills and becoming relentless about meeting deadlines. The independence and focus required in graduate school were a stark contrast from his undergraduate experience, which involved much collaboration with a core group of friends. He stresses that the key to his success was his commitment to his goals and his ability to remain disciplined despite his packed schedule. Choosing the Right Specialization Dan's first master's degree focused on administration. However, upon completing his coursework and observing the day-to-day realities of administrative roles through shadowing, he realized that it was not where his true passion lay. Instead, he pursued a second master's degree in curriculum development, aligning more closely with his interest in educational engagement and helping teachers better reach students. Embracing Unforeseen Opportunities The Birth of a YouTube Channel Dan’s commitment to education and his knack for engaging with people led him to start a YouTube channel centered around an entirely unrelated topic: beard care. This alternate pathway began to gain traction, eventually leading him to take a hard look at his professional options. Recognizing the rising success of his YouTube channel, Dan faced a critical decision whether to continue in his traditional career path or fully embrace this unique opportunity. Leveraging Educational Skills in a New Domain Surprisingly, Dan found that the skills he developed during his graduate education were incredibly transferable to his new line of work. His curriculum development master's degree proved invaluable as he created unique content about beard care techniques, which later became pivotal when training barbers at expos. The organizational and administrative skills he gained helped him manage the logistics and inevitable challenges that came with a growing online presence and business venture. Advice for Prospective Graduate Students Prioritize Passion Dan strongly believes that education is never wasted. He advises prospective students to find their passion and choose programs that align with their natural strengths. According to Dan, "Following passion fuels success," and he encourages others to be open to unexpected turns that their paths may take. Flexibility and Adaptation Choosing the right program that fits individual schedules and learning styles is crucial. For Dan, this meant selecting a hybrid program that allowed him to balance his multiple responsibilities. He emphasizes that being adaptable and having a focused, relentless approach toward meeting educational goals played a vital role in his journey. The Value of Education In Dan’s words, nobody regrets their education. Whether you stick to your initial career path or pivot to a completely new direction, the skills and knowledge gained through graduate education are irreplaceable assets that support lifelong success. Conclusion: The Ever-Lasting Impact of Education Dan C. Bearded’s story illuminates the life-changing power of education, even when it paves the way to unexpected destinations. Graduate school equipped Dan with the skills and credentials that have helped him thrive in various avenues, from middle school classrooms to barbershop expos. His journey demonstrates that no matter where life takes you, a solid educational foundation provides invaluable tools for navigating the complexities of any career. So whether you’re contemplating graduate school for career advancement or personal growth, know that the investment in education will forever be a stepping stone towards achieving your greatest potential. TRANSCRIPT Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to victors in grad school. I'm your host, doctor Louis, director of graduate programs at the University of Michigan, Flint. And I'm really excited to have you back again this week. Every week, we are on a journey together. And I say journey because it is a journey that you're on. Every person that's thinking about graduate school, going through graduate school, getting ready to be done with graduate school, no matter what it is, you're going on a journey. There's a journey and a goal and a vision that you've set for yourself as you move forward, and you're looking to be able to move in a certain direction. Now sometimes that direction goes in a straight path. Dr. Christopher Lewis [00:00:45]: Sometimes it's a little circuitous, but you never know. But this podcast is all about helping you find success in that journey. And how do we do it? Well, if this is your first show, we do it through conversations, conversations between you and I, but all but even better, conversations with others that have gone to graduate school to help you to find success in your own journey. So as we walk into every episode, I give you an opportunity to meet somebody new, somebody that's gone to graduate school, has learned many things along the way, and are sharing those learnings with you. So I encourage you to get out your pen and paper, get ready to gain some insights that can help you in this journey because we've got another great guest today. Dan Kaman, otherwise known as Dan C. Bearded, is with us today. And Dan did his own graduate school journey. Dr. Christopher Lewis [00:01:39]: He went off, did his undergraduate work at the University of Michigan Flint, and then went on from there to go and become a teacher. And then at some at one point, he made a decision. He was Dan went, got a graduate degree. I'm really excited to have Dan on the show to share his journey with you. Dan, thanks so much for being here today. Dan C. Bearded [00:01:59]: Absolutely. It's an honor. Thank you for the invite. That was a a really cool email to receive, to be honest. Dr. Christopher Lewis [00:02:04]: Well, we got introduced because you were just named one of the Flint and Genesee groups 40 under 40. Congratulations. Dan C. Bearded [00:02:12]: Thank you. Dr. Christopher Lewis [00:02:13]: Really excited to be able to talk to you about your journey. And and one of the things that I love being able to do is turning the clock back. I wanna turn the clock back in time. I said that you did your undergraduate work here at the University of Michigan Flint. And going through that undergraduate degree, you decided to become a teacher, ended up going off, becoming a middle school teacher, working with kids and teaching them history. And at some point in that journey that you went on as a teacher, you made a decision to continue your education. Bring me back to that point and talk to me about what was going through your head. What made you decide you wanted to continue and get that graduate degree? Dan C. Bearded [00:02:49]: Yeah. And it actually was never a plan or or a goal of mine. I thought I wanted to be a teacher. I wanted to be a coach, and that was kind of the end of it. And so I started teaching, got a job right outside of graduating, and it was at the school that I had went to, and it was the dream. It was going really well. And in education, you find out when you do very well, they want to kinda move you up in the in the ladder, up in the system. And so pretty early on, I was, like, named a team leader, then I was the tech chair for our school and all this stuff. Dan C. Bearded [00:03:20]: And then, eventually, the administration kind of was like, hey. We would really like you to pursue a path in administration. We think you'd be great at it. And I was like, okay. Awesome. You know, more money, more influence in this umbrella to help as many people as possible. So I decided originally that I was gonna go to be a teacher leadership is the name of it, but essentially for administration. And so I wanted to to be a principal. Dan C. Bearded [00:03:43]: I was teaching full time. I was coaching full time and had a young family at the time. So I had to find something that was gonna be possible and work for me. And that was pretty much the start of it. Dr. Christopher Lewis [00:03:53]: So every person goes through a little bit of a their own journey as they're figuring that out and they're saying, okay, yeah, I wanna do this graduate degree, but there's a lot of different options. There's a lot of options out there, a lot of different schools that teach in different ways. And talk to me about what you went through when you were whittling down that list for yourself, when you were looking and saying, you know what? Here's the schools that I'm considering. This is what I'm looking for in the schools. And and what brought you to that final decision of attending the University of Phoenix? Dan C. Bearded [00:04:25]: Yeah. Great question. And and that was something that was very important to me because, to be honest, I didn't think it was possible with teaching full time, with being a coach, and I was coaching all year round. Pretty much every single day of the year, I was doing private lessons. I was tutoring. I mean, I had a really full schedule, but I did like the concept of being able to become a principal. And so I tried to look in every angle I possibly could, and I found out that online was gonna be my best option. But I also found out I wasn't exactly your traditional student. Dan C. Bearded [00:04:57]: Fun fact that when I interviewed for my first teaching job, I let them know that my first six credits of college at U of M Flint, I failed all six of them. I actually had to take a study skills class to learn how to study because high school came very easy to me. I never really studied, never really tried, did very well. Went to college, assumed it was the same thing, and everybody told me the rules, like, 3 hours of studying for every hour of classwork. And I was like, oh, no way. They they don't know me. Well, they were right. I was entirely wrong, and I wasn't in love with the process of being a student. Dan C. Bearded [00:05:29]: So I got through college. I did did fine, did did well, but the idea of pursuing that for another 4, 5, 6, 7, 8 years was not a thought that I was gonna entertain. It just was not my thing until I found the University of Phoenix, and I started talking with them. They had a program that was kind of hybrid where I could work online, but also pair with, like, teacher leaders in my area. And so a lot of my classwork was I actually went to another middle school teacher a couple of times a week, and we worked together 1 on 1 for most of my first master's degree. And it paired with online testing and online papers, and and it was just kind of the perfect relationship for my learning style, but also my schedule at the time. Dr. Christopher Lewis [00:06:14]: So you made that transition into your master's degree as you started talking about some of the things that you had to do in your master's degree to find success. But talk to me about there is that transition that you go through. And going from undergraduate work where you're being taught in a certain way to going into graduate work, it's a very different style of teaching, learning, and skill set that you need to find success. So talk to me about that transition for yourself. What did you have to do to set yourself up for success? And What did you have to do throughout your program to maintain that success? Dan C. Bearded [00:06:50]: Absolutely spot on. The learning was entirely different from my undergrad. My undergrad, it was kind of figuring out what I wanted to do. I originally went, like I said, and failed all 6 classes while I was in a degree that I wasn't interested in. I originally went for, essentially, radiation. I wanted to either be a radiation tech. I I didn't know what I wanted to do, and we had a family friend that owns a large company and said, hey. You get this degree. Dan C. Bearded [00:07:14]: I'll give you this job. I was like, awesome. And then turned out I didn't really relate to what I was learning. And so I couldn't get attached to it. So I was coaching in college and was like, I really enjoy this, but I can't make a career right off of coaching with similar teaching. So then I went into that. That was very nice. The biggest difference for me with the transition is in my undergrad, I kind of had a core group of friends and colleagues and classmates, and we all kind of got through it together. Dan C. Bearded [00:07:40]: We went through the classes. We talked about the professors. We talked about what credits we needed. We kind of had each other that we traveled with. And then transitioning into graduate school, for me at least, it was very individual. I didn't have that same kind of core. I didn't have that same kind of group. So my key to success was shifting my organization and being relentless with not having options. Dan C. Bearded [00:08:04]: If I had something that was due, if I had a project that I needed, if I had a meeting, it wasn't the case of how do I get this done, when do I get this done. It's I will get this done by that time no matter what. And my biggest transition again was just that being an individual rather than having kind of an undergrad, a very clear path. Hey. This is what you're gonna do. This is what's going forward. I was almost more driving myself and leading, but also was with something that was very particular to the skills that I was wanting to pursue and what I was wanting to learn about. So if I had to look at, like, my engagement level, my master's, both things. Dan C. Bearded [00:08:41]: I I went for a second master's degree was very detailed and very engaging because it was only about the exact things that I wanted to use those degrees for, and I loved that a lot. It it suited me so well even and I had a great undergrad experience, but the concept of my masters suited me even more so. Dan C. Bearded [00:09:00]: So talk to me about the second masters now because I know that you got the one masters, and some people say that's enough. Don't wanna go any further than that. Don't wanna get a doctorate. Don't wanna get another master's. I just wanna be done and keep moving with my career. You decided after finishing 1, a little bit after to get a second master's degree. Talk to me about what was going through your head at that point. And what made you decide that you wanted to continue your education to be able to move forward? Dan C. Bearded [00:09:30]: Yeah. So kind of a 3 part storm that came together perfectly. One was I was working. I had a young family. On a teacher salary, kinda two sides to it, my first 5 years of teaching, we were on a pay freeze. So I was at the bottom step of the teaching salary. The only way I could earn more money within that job for my family was to not move up on the scale, but to move over with the education. So to be entirely honest, I saw that if I pursued more education, I would have more income. Dan C. Bearded [00:10:00]: So I did that. Another thing, this is not something I advise now looking back on it, but also I had student loans. And as long as I was a student, I could defer those student loans and not pay them. Now as a young twenties man that was trying to survive and get by on not the greatest salary in the world, that was enticing to me. But the real reason, the main reason I decided to pursue a second master's degree is at the end of my first master's degree where I wanted to be in administration, essentially a principal, I found out that that job and career did not suit my my strengths and my personality well. I think I would have done the job very well, but I believe my quality of life would not have been where I wanted it to be, and that was achieved by shadowing. Did all the classwork, did all the projects, all the studying. Once I actually got towards the end of it and it required hours to shadow different principals and different administrators, I realized what I loved about teaching, much of that was taken away on the administration side, and the things that I disliked about teaching were highlighted. Dan C. Bearded [00:11:03]: Now the skills I learned, the the actual trait of having that master's to my name, unbelievably valuable. I do not regret one second of it. But I knew I wanted to continue for the reasons I mentioned earlier. But I also knew I loved education. And my biggest focus was how can I have the greatest umbrella of influence over education? How can I help as many people as possible? So I then went into curriculum development. And I really liked the concept of when I taught, I did project based learning. I looked through the lens of engagement because I wasn't a great student myself. And I encountered a lot of teachers that were all a students, that were in love with learning, and oftentimes, they would miss the students that were not loving learning. Dan C. Bearded [00:11:45]: They would miss those students, and they would chalk it up to bad behavior. They'd chuck up these things and I would, like, kinda wipe my arms around and say, hey. That was me. I wasn't that engaged student. Think about teaching through this lens. And I really loved that concept of at least being able to give a little bit of perspective. And so I pursued the the curriculum development degree and absolutely loved it. And that would be my career right now if my YouTube channel and the other side of my life didn't start taking off at the exact same time to the point where I had some of the hardest decisions of my entire life, to the point where I'm not even a person that stresses. Dan C. Bearded [00:12:20]: And my wife, she handles all that for us, but I I love being kind of low key and mellow. I ended up going to a dermatologist at the end of my master's degree, my second one, because I had job offers. While my YouTube channel was taking off, I had this rash that broke out all over my leg, and I've never had that before. I went in. It was a stress rash. My body was not used to this level of stress, and making the decision to take a job and a contract with my master's degree or take this shot on this other side of life that has no blueprint. It became a very tough decision, but I absolutely loved especially my second master's degree. Dr. Christopher Lewis [00:12:55]: So let's talk about that transition because like I said at the very beginning,... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33436257

From First Generation to Success: Phillip Thompson’s Graduate School Journey 10/21/2024

From First Generation to Success: Phillip Thompson’s Graduate School Journey In the latest episode of Victors in Grad School, we delve deep into the world of graduate education with , a seasoned community relations manager at the . As a staunch advocate for higher education, Phillip’s journey is both inspiring and enlightening. In this blog post, we'll expand on their conversation, reflecting on key takeaways and offering deeper insights into the graduate school experience. Choosing the Right Path: Phillip’s Decision to Pursue Graduate Education Phillip Thompson's trajectory toward graduate school wasn't immediately clear-cut. After earning an undergraduate degree in Economics from the University of Michigan Flint, Phillip explored various educational avenues. He considered law school, an MBA, and even dabbled in public administration courses. However, it was his passion for words and literature that ultimately led him to pursue a Master's in Liberal Studies. Phillip’s story underscores an essential point for prospective graduate students: the journey to selecting a graduate program is deeply personal and often non-linear. Choosing a field that genuinely interests you can be the difference between a fulfilling academic experience and one that feels like a chore. Transitioning into Graduate School: Success Strategies Transitioning into graduate school comes with its unique set of challenges, and Phillip's experience was no different. During his conversation with Dr. Christopher Lewis, Phillip emphasized the importance of self-reliance and adaptability. Unlike undergraduate education, where group projects and general education requirements are common, graduate education demands a higher degree of specialization and individual accountability. Phillip found that the structure of the Liberal Studies program, which required extensive reading and writing, suited his intellectual curiosities and work habits better than the group-centric MBA coursework. This individual-focused approach allowed him to delve deeper into subjects he was passionate about, demonstrating that finding your preferred learning style is crucial for graduate school success. The First-Generation Student Experience: Overcoming Challenges Being a first-generation college student, Phillip faced additional hurdles in navigating higher education. Without a familial roadmap, understanding the intricacies of academic administration, financial aid, and other bureaucratic hurdles fell entirely on his shoulders. Yet, his journey through graduate school was markedly smoother. Because he could focus on subjects that fascinated him, like literature, government, and history, the coursework felt less like an obligation and more like an opportunity. Phillip’s experience as a first-generation student highlights the importance of resourcefulness and self-advocacy. Building a support network of advisors, mentors, and like-minded peers can significantly ease this journey. The Real-World Application: Graduate Education and Professional Success Dr. Christopher Lewis explored how Phillip's graduate degree in Liberal Studies prepared him for his role as a community relations manager. Phillip explained that his broad academic training allowed him to approach problems from multiple perspectives, which is invaluable in community relations. Graduate education often equips students with more than just subject matter expertise; it provides critical thinking skills, exposure to diverse viewpoints, and the ability to engage with complex issues holistically. Phillip's role at the University of Michigan Flint requires him to interact with a wide range of people and address various community needs. His graduate education has enabled him to be more adaptive, empathetic, and effective in his professional endeavors. Tips for Prospective Graduate Students Towards the end of the podcast, Phillip shared invaluable advice for anyone considering graduate school: Understand the Time Commitment : Graduate programs require significantly more reading and in-depth study than undergraduate degrees. Be prepared to invest the necessary time. Choose the Right Learning Mode : Whether it's online, in-person, or a combination of both, find what suits your learning style best. Build Strong Relationships : Establish a good rapport with your advisors and professors. Their guidance can be instrumental in your success. Develop a Schedule : Align your coursework with your natural rhythms of energy and enthusiasm to maximize your productivity. Conclusion Phillip Thompson’s journey through graduate school is a testament to the transformative power of education. His story is a compelling reminder that finding the right path, while challenging, can lead to both personal and professional fulfillment. Whether you're a prospective graduate student or currently navigating your own graduate journey, these insights and tips can serve as a valuable guide to help you achieve your academic and career goals. For more information about graduate programs at the University of Michigan Flint, visit . TRANSCRIPT (unedited transcript provided through CASTMAGIC Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to victors in grad school. I'm your host, doctor Christopher Lewis, Director of Graduate Programs at the University of Michigan, Flint. Really excited to have you back again this week. As always every week, you and I are on a journey together. I love being able to talk about this journey that you're on in either looking at grad school, going through grad school, getting done with grad school, wherever you are in this process. It is a process. It is a journey and it's an exciting one. And one that is so that should be an amazing opportunity, amazing experience for you. Dr. Christopher Lewis [00:00:46]: And part of the reason that this podcast exists is to help you along that journey, to help you find success from the very beginning. So no matter where you are in this continuum, where you are in this journey, this show is here to help you, to give you some tools, some thoughts, some perspectives on what others have done to be able to be successful in that graduate school journey. That's why every week I bring you different people, different people with different experiences that can provide you with the journey that they went on and some of the tidbits, some of the things that they learned along the way that can help you to build some tools for your own toolbox. This week, we got another great guest with us. Philip Thompson is with us today, and Philip is a community relations manager at the University of Michigan Flint. And Philip did his undergraduate work at the University of Michigan Flint and then did a graduate degree degree with the University of Michigan Flint as well. So we're gonna be talking about his journey in going through that process for himself and get to know him a little bit better. Philip, thanks so much for being here today. Phillip Thompson [00:01:49]: Thank you for the invitation. I appreciate it. I'm honored that you would ask me to be on today. Dr. Christopher Lewis [00:01:53]: Well, it's my pleasure having you here. And I wanna go back in time because I know that every per every people, every person has a different reason for going to graduate school. And as I said, you did your undergraduate work in economics at the University of Michigan Flint. You could have gone on and got a graduate degree in economics, you could have gotten an MBA, you could have done a lot of different things. But at some point during that journey, whether it was right in undergrad or after a few years of working, you made a decision to go back to graduate school. Talk to me about that, and what made you decide that you wanted to go to graduate school? Phillip Thompson [00:02:29]: Yeah. So after my undergrad, it was a couple of years of working, and, of course, interesting story of mine is that of my mother's 3 children, I'm the only one that graduated from college. And so I kinda made her a promise that then if I were to complete my undergrad degree, I would eventually go back and get my master's. And, of course, she wanted me to go on and get my doctorate as well, but and I kinda semi promised that. But with that being said, I I I did promise to get the the master's degree. And so it was in part the fulfillment of a promise that I made to my mom to do it. And then, of course, I wanted it for myself as well. And that was kind of the motivating factors for me to go back and get my graduate degree. Dr. Christopher Lewis [00:03:14]: Now I've already said the fact that you got your bachelor's in economics. So there were other options that from what you chose and I'll get to that in one second. But you made the decision that you wanted to study liberal studies and you did that at the University of Michigan Flint. You could have done a master's in economics, you could have done an MBA, you could have done a lot of different things. Talk to me about that thought process of choosing a master in liberal studies degree versus something else. And what made you decide to study that area and especially study it at the University of Michigan Flint? Phillip Thompson [00:03:52]: Of course, when I got with my undergraduate degree, economics, a lot of my advisor was saying, hey, go to law school. This is the natural progression. There's a lot of people who when they get their their econ degree, they go straight to law school. That's probably the number one feeder program in the law schools is the econ program. And so they're saying, go get your law degree. You've got all the skills you need to do it. And I thought about it. I thought very seriously about it because there was a friend of mine who was about 10 years older than me, and he was getting his going through law school and just taking one class at a time. Phillip Thompson [00:04:24]: And he was very successful at what he was doing. He'd already had 2 master's degrees, and he was like, yeah, go to law school, you can do it. I had a cousin who's a couple years older than me, who was also going through law school. So I thought about that track, thought about the MBA as well. And I took about 9 credit hours in the MBA program and paused on that. I took some credit hours of masters in public administration, pause on that too. And then I started looking very seriously at the Liberal Studies program, and found it extremely fascinating, in part, because I love words. I'm a wordsmith. Phillip Thompson [00:04:57]: I just love words. And so the literature itself became really the driving force for me to do the Liberal Studies program because I love to read and I love words. I was like, this is more germane for me. It felt the most natural and organic for me to go through the liberal studies program, and and I couldn't have been more happy. I mean, I got some trans professors that I still keep up with and really, really found it really, really exciting and fulfilling on every account. Dr. Christopher Lewis [00:05:25]: Now you just mentioned that you took some classes in the MBA. You took some classes in the masters of public administration, and you landed in liberal studies. Graduate coursework in the MBA is different than the MPA is different than the liberal studies. You're taught in different ways. The expectations are a little bit different, and in each of those, there are transitions that you have to go through, transitions in learning, transitions in expectations, be and and other aspects as well. So talk to me about transitions, and what did you have to do as you were transitioning into any of those individual classes, into the eventual masters in liberal studies to be able to, one, set yourself up for success? And what did you have to do to maintain that success throughout your graduate school experience? Phillip Thompson [00:06:13]: So the thing I discovered very quickly in the MBA program is that it's a lot of group work. And some people love group work, some people not so much. I'm in that latter group. I love groups, but I don't necessarily like group work. I tend to land on the merits of individual accomplishment. I'm better if I know that it's all on me. If I don't get it done, it's it's because I didn't get it done. In a group setting though, you have to rely on other people. Phillip Thompson [00:06:40]: And there's nothing wrong with that. It just seemed that, again, it was easier for me to rely on myself. And that's what I liked about the Liberal Studies program. It was easy to transition to that because all of the reading was on me, all of the writing was on me versus in the MBA program. If you're doing an accounting class or you're doing a business project and you're trying to figure out how you can maximize profits, it's 2 or 3 other people that you have to cooperate with. And sometimes that's good and sometimes not so much. But the liberal studies program, again, because of the words and because of this individual accountability that I placed upon myself. It just seemed to be so much more easier for me to excel at that program. Phillip Thompson [00:07:24]: The the master's of public administration was similar to liberal studies, but the material, I just didn't find it as fascinating as I did. The literature that I was reading in in liberal studies, very, very good stuff, but liberal studies just seemed to just open my mind up in all of these fascinating ways, you know, to talk about the history of America, the history of religion, the history of government, all of the things that just seem to just converge and they all just fascinated me. And so it was easy for me to, again, assimilate into that material, into that class work because I just found it so engaging. Dr. Christopher Lewis [00:08:02]: Now you also mentioned that you were a 1st generation college student as an undergraduate student, a 1st generation college student as a graduate student as well. And with that comes its own challenges in understanding and being able to have the support to be able to get through those different experiences. As a 1st generation college student, as a graduate student, what were some of the challenges that you ran up against that you felt like you had to overcome? Phillip Thompson [00:08:31]: Well, I'm gonna tell you, I found graduate school to be much easier than undergraduate school. And I've talked to a lot of people who say the same thing, undergraduate, you've gotta take a lot of courses that you don't necessarily wanna take, but it's required of you. And then of course, being a first generation college student, I didn't know how to navigate through the system well, because I didn't have a precedence. Nobody could say, hey, you know, this is what you do. This is how you talk to your counselors. This is how you handle all of these things, financial aid. It was all on me to kinda figure it out. And, honestly, there were some semesters where I struggled in undergraduate. Phillip Thompson [00:09:07]: But in graduate school, because I'm taking only the classes I want to take, only the classes that really interest me, and the classes, of course. There's some core curriculum, of course, but after the core curriculum, I mean, you get to choose your own path in graduate school, and that's what I found to be much easier than undergraduate. So I think the hardest thing about graduate school is the thesis. I struggled, and, you know, because it's that whole overanalyzing perfectionism mindset that you you bring to that experience. And, of course, writer's block, all of it, you name it. But overall, the class work was much more easier than undergrad, because you get to choose what path you want to take. Dr. Christopher Lewis [00:09:54]: You definitely do get to do that. And that's one of the things that I always tell students is that the nice thing about grad school is that you're not going to have all of those other gen ed requirements that you're going to be having to be forced to take as an undergraduate student that you can focus in on the things that you're most passionate about and and most interested in, and you can then jump in from there. Now seeing that you did a graduate degree in the master's in liberal studies, And you are, as I said, at the very beginning, a community, a community relations manager in the Flint area, working for the University of Michigan Flint, as you look back at the graduate degree, what you learned in that process. How do you feel that the graduate degree prepared you for what you're doing on a daily basis? Phillip Thompson [00:10:44]: There's no question. In a graduate program, while you're focusing on your passions, as you said so eloquently, you're also, you know, dealing with this whole broad spectrum of information that you have to be open to new ideas, new experiences, new people. And so I think the biggest thing that the the graduate program did is expose me to some areas in life and some thought processes that I had never given consideration to. And I think that is the biggest thing about it. You come you you leave away from grad school realizing that we come to the school or graduate school with some narrow parameters, but we leave out, you know, having broadened our scope of knowledge and our experiences. So I think the biggest thing is, again, you leave away with an appreciation for multiple perspectives on any thought and on any idea. Right? Because you have to develop an appreciation for those who agree and for those who disagree. Dr. Christopher Lewis [00:11:49]: Definitely. And I love that because I think that for one of the things that any graduate degree should be able to allow for you to do is to broaden your own perspective, to understand not only yourself better, but to understand others better. And it can open you up to being able to then relate to others better and the work that you're doing. So, so I appreciate you sharing that. Now, as you think about your own graduate experience, the journey that you went on, what you learned along the way, and you think about students that are going through their own journey, that are thinking about going to graduate school, whether it be for a master's in liberal studies or something completely different. What are some tips that you might offer to those students considering graduate education that would help them find success sooner? Yeah. Phillip Thompson [00:12:36]: I think the one thing that any person considering graduate school, should deeply consider is the time commitment. There's going to be far more reading in graduate school than there was in undergraduate school. It's just no other way around it because you're a subject matter expert, so to speak, when you leave that program. So in order to become that, there is a serious amount of reading that's required. So I think it's just the the time commitment that you have to give to the program. And, of course, there's a minimum threshold in graduate school. Undergrad, you can get a c and pass the class. That's not the case in graduate school. Phillip Thompson [00:13:14]: It's a b or better. Right? There's there's no other way around. It's like you can't really half step in graduate school. So I think three things that I would say for those who are considering going back to graduate school is consider the time commitment that you have to give to reading. Number 2 is create a schedule that is most organic for you, your natural flows of energy and enthusiasm. So if you're taking a multimodal approach, if you got some online, if you got some in person, or if you've gone all in person, consider whether or not that works for you. Because some people do well in person, but don't do well online. So I would say, again, consider the time commitment, con consider the mode of your learning, which works best, which is most... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33054107

Transitioning Careers: From Computer Science to Clinical Counseling with Zach Scott 10/14/2024

Transitioning Careers: From Computer Science to Clinical Counseling with Zach Scott In the latest episode of Victors in Grad School, we sit down with , a graduate student at Oakland University studying Clinical Counseling. Zach’s educational and career journey offers a compelling story of transformation and introspection, making this episode a must-listen for anyone contemplating the value of following their passions, even if that means pivoting away from a well-established career path. From Computer Science to Counseling: A New Direction Zach Scott's journey is a prime example of how one's path toward fulfillment can often be winding and unexpected. After earning a bachelor’s degree in both English and Computer Science from the University of Michigan Flint, Zach entered the world of web development and computer science, where he spent several years. Despite the creative and intellectually stimulating nature of computer science, Zach found himself increasingly dissatisfied. "I wasn’t as enthused about it as I had been before," Zach reveals. It wasn’t just the isolated, anti-social nature of coding that contributed to his growing disillusionment; it was the deeper realization that he craved more meaningful interactions with people. The turning point came during the pandemic, when Zach engaged in frequent, deep conversations about job fulfillment and well-being with his colleagues. This experience illuminated his true call: to help others in a more direct and profound way through counseling. Choosing the Right Graduate Program Pivoting towards a completely new career is a monumental decision, one that demands thorough consideration and research. For Zach, the tipping point was a recommendation from his own therapist, who graduated from Oakland University. Unlike those who meticulously compare programs, Zach confesses he relied largely on his gut feeling. A significant factor was the philosophical approach to counseling that the faculty at Oakland University employs, catalyzing his decision to apply there. Dr. Christopher Lewis, the podcast host, emphasized the breadth of graduate programs available today, ranging from in-person to hybrid and fully online modalities. Zach opted for an in-person program to foster genuine connections with his peers and professors, something he feels is crucial for his own learning style and well-being. Transitioning Smoothly: Setting Yourself Up for Success Transitioning back into academia after a hiatus can be daunting, but Zach shares practical tips that smoothed his journey. One of his key strategies was starting slow: "My first semester, I only took one class," Zach explains. This allowed him to immerse himself fully in the course material without feeling overwhelmed, essentially easing him back into the rhythms of academic life. For those looking to emulate Zach’s success, he suggests embracing a slower pace, engaging deeply with the material, and finding a personal connection to your field of study. Instead of treating the curriculum as a mere list of requirements, see it as an opportunity to delve into subjects that truly ignite your passion. Leveraging Past Experiences Zach’s diverse academic and professional background has proven to be an invaluable asset in his new field. His English degree, centered around literary analysis, has refined his ability to discern deeper meanings and symbolic narratives in his counseling sessions. Zach’s computer science expertise equips him with strong problem-solving skills, enabling him to identify patterns and root causes, a crucial skill in psychotherapy. Building Connections: The Importance of Networking One of the standout pieces of advice Zach offers revolves around the necessity of building genuine relationships during your graduate studies. "Be friendly," Zach urges. Whether it’s classmates or professors, forming meaningful connections can profoundly enrich your academic experience. The friendships and professional networks you build can offer support, provide opportunities, and even lead to job prospects. Embracing Your Unique Path As Zach reflects on his past and looks to the future, he underscores the importance of trusting your own intuition and following your unique path. "It's okay to change your mind," he says, reassuring listeners that fluctuating between interests and making career pivots isn't a sign of failure, but a hallmark of personal growth. In closing, Zach’s journey from computer science to clinical counseling serves as a compelling reminder that graduate school isn’t just an academic endeavor but a deeply personal journey. By following one’s passions and remaining open to change, students can transform both their careers and their lives. For those pondering a return to academia, Zach Scott’s story encourages you to examine your passions closely and take the leap—your true calling may be just around the corner. TRANSCRIPT (unedited transcript made with help of CASTMAGIC) Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to victors in grad school. I'm your host, Dr. Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. Every week, I love being able to sit down, talk to you, work with you as you are going through this graduate school journey that you're on. You might be just at the beginning where you're just starting to think about putting that application in. You might be actually accepted and ready to get going. You could be in grad school and seeing that light at the end of the tunnel. No matter where you are, you are on a journey. Dr. Christopher Lewis [00:00:44]: There are things that you can do to be able to be successful in the journey that you're on. Things that you can start right now. And every week I love being able to bring you different people, different people with different experiences that have gone through graduate school or are in graduate school. And they've had experiences that can help you to be able to better understand the experience that you're gonna be stepping in no matter what that journey may be. This week we've got another great guest. Zach Scott is with us. And Zach did his undergraduate work at the University of Michigan Flint. He did a bachelor's degree in both English and computer science, and is now in a graduate program at Oakland University studying clinical counseling. Dr. Christopher Lewis [00:01:28]: We're We're gonna talk about the journey that he has been on. And we're going to learn a little bit more about him as well. So I'm really excited to have him here today to be able to share his journey with you. Zach, thanks so much for being here today. Zach Scott [00:01:40]: Hi. Thank you for having me. Dr. Christopher Lewis [00:01:41]: I am really excited to have you here. And one of the things that I love doing as we start these conversations is really turn the clock back because I know that you did your undergraduate work at the University of Michigan Flint. And then after getting that bachelor's degree in English and computer science, you went out. You went out and you started a career. You started a career doing work in different types of work in computer science. And at some point, you made a decision. You made a decision that you wanted to change paths. You wanted to pivot. Dr. Christopher Lewis [00:02:18]: You wanted to move in a different direction, and you wanted to continue your education. Tell me about that point. And what made you decide that it was time to go to graduate school, and what made you decide that you wanted to completely change directions? Zach Scott [00:02:31]: After I finished my undergrad, I went and just got a bunch of jobs in computer science. I worked with mainframes, and I did a lot of web development. I've mostly been a web developer, and that work can be really creative and it can be really interesting work. But after a while, I just sort of noticed that I wasn't as enthused about it as I had been before. I think part of it was learning. When you start your career, you don't exactly know what in a career is fulfilling to you because you haven't had a lot of opportunities to try things, see what works, what doesn't. So you're kind of assuming, well, I'm gonna like this I think. I've liked everything I've studied, and you sort of plunge into it. Zach Scott [00:03:08]: And, again there's a lot of things I like about computer science, but something I started to notice was I wasn't really getting a chance to talk with people very much. I like interacting with people, and in programming it can be really antisocial. And when the, pandemic hit, everyone was just working from home. So I noticed I was spending a lot of time at work having meetings with people and saying, you know, is this job fulfilling to you? Like, how can we have, like, a more enjoyable atmosphere? And I was having a lot of conversations with people, and I started doing that more than writing code and working on technical problems. And as I was approaching my 30th birthday, I really did not feel very good. I was really I felt really, like, a bit aimless and a bit I just didn't think my work was really, energizing me. And I was listening to a talk by a a guy named James Hollis. He's a psychotherapist that I really respect. Zach Scott [00:04:02]: And he was sort of talking about the midlife crisis feeling and finding what you're called to do. And the way he framed it, I was like, yeah. I really need to, like, sit and consider this question. Like, it's not just going I'm not just going to fall into the thing that's meaningful for me. I have to reflect on it. And so I started reading into psychotherapy a lot because I've benefited from psychotherapy in a lot of really deep ways. And I just sort of had an epiphany. I was like, oh my god. Zach Scott [00:04:27]: I could do this. Like, there's I spend most of my days talking to friends and family members about life and and mental issues that we face and these types of things, and that's my favorite place to be. That's my favorite kind of conversation to have right now. So I was like, yeah. I can go back to school. I always have enjoyed studying. I study all the time just for fun. I like to read a lot. Zach Scott [00:04:50]: So it just sort of clicked for me. And I talked to my therapist. He told me that he went to Oakland, and so I applied for the program there. Dr. Christopher Lewis [00:04:58]: Well, you kind of answered my next question, which was there's lots of programs that are out there, and you could have applied for clinical counseling in a lot of different places, and you chose Oakland University. And it sounds like you were pushed to that through a recommendation from your own therapist and wanting to move into that. But were were there any other factors, any other things that you were looking for in a graduate school, and what you were trying to get out of that program that made you decide that Oakland was the right fit? Zach Scott [00:05:28]: Other people are gonna be completely different here. And this is going against conventional wisdom, but I don't shop around very much, honestly. I don't. I just don't. It stresses me out when I have a bunch of choices to pick from. I usually go with my gut, and I go with, like, I like the symbolic choice. So for me, it was like my personal therapist went here, and he was telling me all about faculty there. And some of the professors he told me about, I really liked what I was hearing, and I liked that they had a philosophical approach to counseling. Zach Scott [00:05:59]: And so I thought, okay. This is really first of all, it's not that far of a drive because I live in Ferndale right now. So it it I wanted it to be close so that I could visit in person. That was what was really important to me was being able to make it there in person. So I needed some place close, and I liked the idea that my own therapist could vouch for it. And I knew that no matter what other option, I if I shopped around, I wouldn't have, like, a personal connection to that place, and that was important to me. Dr. Christopher Lewis [00:06:25]: So as you decided to go back to school, as you transition from going from work and a number of years not being in school, it's definitely a transition as you enter back into, let's say, school mode. So talk to me about that transition and what you had to do to set yourself up for success at the beginning of the experience and what you've had to do throughout this experience to be able to maintain that success, especially as you have transitioned, 1, from being out of school for a while, but 2, transitioning into a program that is very different than English or computer science, and now studying something completely different. Zach Scott [00:07:08]: Yeah. First of all, this is just very practical, but I think one thing I did was my 1st semester, I only took one class. I took a single class. Everyone I talked to in the program was like, I'm taking 3 classes. I'm gonna take spring summer. I just wanna get this over with. I just wanna get this over with. I think if you're like me and you've been away from school for a while, I really recommend that. Zach Scott [00:07:29]: Well, I don't understand the rush. You know? Like, if you're just trying to start a career, I understand it's exciting and you wanna get through it, but I think it's a lot easier. You can do a lot better if you take a slow approach and find the rhythm of the program and sort of ease your way into it. So I only took one class, and what was nice about that was I could really give my all to that one class. So I did all the readings. I did all the assignments, like, right away. It was my only priority, and that worked really well for me. And when it comes to making a big switch, something that I think helped me a lot was I dove into the things that I thought were personally very interesting beforehand. Zach Scott [00:08:06]: I started reading about early psychoanalysis because that really fascinates me. So I was reading a lot of Freud, and I ended up falling in love with the works of Carl Jung. And so I walked in having a personal interest in the program. I followed the things that really energized me that I felt really resonated. And that way, I walked in feeling like, okay, I don't know. I didn't have a psychology undergrad. Everyone else did. Almost everyone in the program has a psychology undergrad. Zach Scott [00:08:40]: So I didn't have the same background, but I had a a personal connection with the material. And I was able to talk with people and compare their approaches to what I thought was interesting in all of this. And I was able to talk to professors and have really cool conversations about psychoanalysis and these types of things. So just diving into what you think is really interesting, I don't I didn't, you know, I didn't brush up on behaviorism and all of these things that I just I don't really find very interesting. The pro I also say that my program was I asked a question. I said, what should I do? I asked the director, what should I do before I show up? And he said, you don't really have to do we're gonna cover the basics, so don't sweat it too much. So I I didn't. I was like, I'll trust the program. Zach Scott [00:09:27]: I don't want to burn out, so I didn't dive in to everything. Dr. Christopher Lewis [00:09:30]: Well, now you've been in the program for a little bit of time, and you got past that 1st term. You've been able to find success as you've moved along. And what have you had to do as you've continued in the program to be able to continue that success for yourself? Zach Scott [00:09:48]: This is something that I didn't really anticipate being so important, but when you get to grad school, everyone in grad school is nervous. Everyone is a little bit afraid to be there, and it's not gonna seem like it. But but I promise that everyone sitting there is really scared because it's a new environment, and they wanna prove that they're capable in all of this. Everyone's excited and nervous, and everyone is sitting there very scared to talk and probably looking at their phones before class because we're all so scared. And and one thing that's been really really crucial is pushing past that or observing that fear a little bit, working with it, and making connections with other students and with professors as people. You know, I guess if I wanna if if I was being a traditional career type person, I would call that networking. But to me, it's it's more than networking. It's like, what you don't wanna do is go to grad school and keep your head down, do the material, do the assignments, get out, and go try to find a job. Zach Scott [00:10:52]: I mean, you can. That's totally valid. But I think it becomes such a deeper experience if you can make connections with people and just start little conversations, ask people, how did you feel about that assignment? Or I started trying to get people together after class for little activities and just sort of starting a little social circle in my program so that as a cohort, we're all connected. And then you hear things like, oh, well, I've got a job opening where I work, and if you're interested, you know, it opens up the door for all kinds of things. If you're talking to your professors in an earnest way, you're not trying to win their favor or look like a great student or something. Just talking to them as people. Professors really like that, and you can get really good references there and other opportunities. But even beyond that, just go in being earnestly curious about everyone in the program and try to work with that scary voice that says, don't talk to anyone. Zach Scott [00:11:45]: Just just do a good job. That's been my favorite thing, and I know it's not like a traditional thing that a that a career counselor might tell you about, but be friendly. Dr. Christopher Lewis [00:11:54]: Being friendly is definitely important, and especially that becomes even more important if you're well, I'm gonna say if you're in person, you definitely wanna be friendly because you're going to be seeing those people all the time. But even if you're not, you wanna be able to build those relationships. No matter if you're in in an in person program or if you are in a hybrid or a online program. Don't just sit there with your camera off and not getting to know the people. It's very easy to do if you're in an online or hybrid program, but you're going to take a lot more out of it if you're able to find some way to make those connections. And those tangible connections are going to allow you and help you to be able to get through the program and be more successful in the end. So I will be honest and say that the the graduate programs that I have been in for the most part, my master's degree was an in person program. I got to know every person in that program. Dr. Christopher Lewis [00:12:57]: My doctorate program was mostly in person as well. So but I know that since COVID, things have changed. And graduate programs, you you'll find a big mix right now. Zach Scott [00:13:07]: Yeah. And I look specifically for in person offerings because right now at Oakland, both are offered. I would say it's worth the drive if you can do it because there is just an engagement you find by being on campus and and a sort of organic connective aspect that you really just it's harder to do online, it's worth it to go to camp. I mean, it's a long drive kind of for me. It's like 30 minutes to 40 minutes. Like, I don't want to every day, but it really is something special. Dr. Christopher Lewis [00:13:36]: So one of the things that I'm kind of interested about is as you've been going through this clinical counseling program, and you have a very different undergraduate background, a very... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33052192

The Transformative Power of Education: Laurence Alexander's Path to Becoming a University Chancellor 10/07/2024

The Transformative Power of Education: Laurence Alexander's Path to Becoming a University Chancellor Expanding Horizons Through Graduate Education Graduate school can be an enriching yet challenging journey that adds immense value to one's personal and professional growth. During a recent episode of Victors in Grad School, host Dr. Christopher Lewis engaged in an insightful conversation with , the Chancellor of the . Dr. Alexander shared his extensive educational journey, offering valuable advice for those considering or currently navigating graduate studies. Below, we delve into Dr. Alexander's story, the decisions that shaped his path, and the lessons he learned along the way. Initiating the Graduate Journey Dr. Alexander's academic journey began with an undergraduate degree in Drama and Communications from the University of New Orleans. His early exposure to journalism through the college newspaper spurred his interest in pursuing deeper knowledge and skills in the field. Despite the University of New Orleans not having a specific journalism program, the broader Communication curriculum and experiences on the college newspaper cemented his desire to pursue a specialized graduate program. Driven by the need to gain more in-depth knowledge in journalism, Dr. Alexander evaluated top programs across the nation, ultimately choosing the University of Florida due to their comprehensive fellowship package and the opportunity to work with Pulitzer Prize-winning editorialist, Dr. Buddy Davis. Transitioning to Law While pursuing his graduate studies in Journalism and Communications, an enduring interest in law, sparked during his undergraduate years, urged Dr. Alexander towards further education. His fascination with constitutional law and the judicial process fueled his decision to attend law school, aiming for a career covering courts with greater proficiency. Dr. Alexander's law school journey led him back to New Orleans, where he juggled work and part-time law studies at Loyola University before receiving an offer from Tulane University. At Tulane, he received a partial scholarship and experienced a top-notch education, sharpening his legal acumen. From Journalism to Higher Education Dr. Alexander’s career took an interesting turn as he transitioned from journalism to academia, influenced significantly by his mentor, David Womack. After serving as a senior fellow during his law school years, his passion for teaching grew. Pursuing academia provided Dr. Alexander with the opportunity to have a greater impact, merging his journalism and legal expertise. Moving through academic positions at Temple University and then the University of Florida, Dr. Alexander eventually recognized the need for a PhD to advance his academic administration career. This realization led him to pursue a doctorate at Florida State University under the mentorship of Dr. Joe Beckham, specializing in educational leadership and policy. Navigating Educational Transitions Transitioning between different educational stages—from undergraduate to master's, law school, and eventually a PhD—required Dr. Alexander to adapt and refine his approach consistently. Key to these transitions were the skills he developed early in life, such as goal-setting and methodical planning. He emphasized the importance of breaking down vast academic goals into manageable tasks, ensuring each step was carefully planned and executed. Leveraging Diverse Academic Backgrounds Dr. Alexander acknowledged that each educational experience—journalism, law, and doctoral studies—equipped him with unique skills crucial for his role as Chancellor. His background in journalism enhanced his understanding of media relations, branding, and internal and external communications. His legal training proved invaluable in logical reasoning, argumentation, and managing large volumes of information. Similarly, his doctorates' focus on leadership in higher education provided him with comprehensive insights into the complexities of university administration. Tips for Aspiring Graduate Students For those considering graduate school, Dr. Alexander advises a thorough self-assessment of motivations and goals. Understanding why you are pursuing further education can provide the necessary drive to overcome challenges. Evaluating practical aspects such as program affordability and accessibility and finding the right faculty to guide you can significantly enhance your graduate experience. Cultivating passion and grit remains essential, as these qualities sustain motivation through setbacks and tough times. Conclusion Dr. Laurence Alexander’s academic and professional journey offers a profound testament to the cumulative value of diverse educational experiences. His seamless blending of journalism, law, and academic administration underscores the importance of passion, strategic planning, and adaptability. Aspiring graduate students can draw inspiration from his story, understanding that each educational pursuit, though unique, collectively builds a robust foundation for future success. TRANSCRIPT (Unedited transcript created with the help of CastMagic) Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. Every week, I love being able to be on this journey with you, and I call it a journey because it truly is a journey that you're on. You could be just starting to think about graduate school. You could be already you could have already applied to graduate school, gotten that acceptance letter, and and anxiously awaiting to go for your 1st day of class. You could be in graduate school right at the beginning, could be toward the end. But no matter where you are in this continuum, there are things that you can do to find success in that graduate school journey, and that's what this show is all about. Dr. Christopher Lewis [00:00:52]: This show is here to help you, to provide you with some tools for your toolbox, to give you some insights into the journeys of other people that have gone before you that have done graduate school, been successful in graduate school, and can offer you some insights into things that they had to do as they went through that for themselves. So I hope that with every episode, you're able to take something, something small, something big that you can then put into action right away to prepare yourself for the journey that you are embarking on. Today, we've got another great guest with us today. is with us today, and Dr. Alexander is the chancellor of the . I'm really excited to be able to introduce him to you to have you learn from his journey. Dr. Alexander, thanks so much for being here today. Dr. Laurence Alexander [00:01:40]: Thanks, Dr. Lewis. Glad to be with you today. Dr. Christopher Lewis [00:01:43]: It is my pleasure having you here today. Love being able to kind of delve into this, and I'm excited to learn a little bit more about your journey as well. I know that for every person, there's that origin story. And there's that point in time where you find that you want to take your degrees to the next level. I know you did your undergraduate work at the University of New Orleans. And while you were there, you got that bachelor's degree in drama and communications. But at some point during that initial education, something awakened in you that made you decide that you wanted to go on, and you did go on. But let's go back in time. Dr. Christopher Lewis [00:02:23]: Talk to me about what was it initially that made you decide that you wanted to go to graduate school? Dr. Laurence Alexander [00:02:27]: Well, thank you for that question. You're absolutely right. There was a moment in time when as I was going through my undergraduate years, I was also working at the college newspaper. In my senior year, I became editor of the newspaper. So I served for a year working as the as the editor in chief and with a staff of about 25 or 30 students. And we published a newspaper every week and with the help of a newspaper advisor, who was a full time faculty member. And he was a very influential person, I thought, because he ended up being a mentor to me for many years to come. But during that time, I guess I thought I was getting a good feel for beginning my journalism career in at the University of New Orleans, but it didn't have a journalism program specifically. Dr. Laurence Alexander [00:03:19]: It had a broad based communications program that was heavily based in drama, theater, arts. And so I got some very practical courses in that program. A couple of them were journalism specific courses, but I wanted more in-depth study and practice of journalism. So I started looking at programs, graduate programs, that would provide me with the kind of experience that I would need, the kind of preparation I would need for a career in journalism. And I started looking at the top journalism programs in the nation that also had master's programs in particular. Dr. Christopher Lewis [00:03:59]: So you made the decision to attend the University of Florida, and I'd love for you to talk to me about you you said you were looking at a number of different programs. You looked at those top programs. Walk me through that thought process for yourself as you were whittling down those choices. And what made you finally decide that the University of Florida was the right place for you? Dr. Laurence Alexander [00:04:19]: Well, there were a couple of other programs, you're right, that I was applying to, that I was looking at. I was based in New Orleans, my hometown. And, of course, I looked at Louisiana State University, which is a large research university, public university in the state of Louisiana, and I had a journalism program there for many years. I looked at programs in surrounding states, Arkansas, Mississippi. They happened to also be at major research universities that had major athletic programs in the, Southeastern Conference, which I did like football and basketball, and I watched a lot of it. So I heard of these schools. They, you know, the name brand resonated with me. But I also knew that the consensus top journalism program in the country was at Missouri. Dr. Laurence Alexander [00:05:05]: And so I did apply to the University of Missouri. And and to my great happiness and surprise, I was accepted at Missouri. And I also applied at Florida. Florida was in the SEC. Several schools across the South I applied to, and I was accepted at Florida as well. And interesting though, with the Florida acceptance came an offer of a fellowship to study there. So an offer that came with some finances, some financial support to go to graduate school there. Florida was also pushing that they were one of the top schools in the nation, and it was certainly and still is. Dr. Laurence Alexander [00:05:43]: But it also had some other appealing aspects to it in addition to a fellowship. And during the recruitment process, I did let them know I was considering going to Missouri, and and I really was kind of focused on going to the top school. And then about a week later, they called back and said that they had an additional scholarship that would basically take care of other expenses that I would have. So, I mean, it became an offer I couldn't refuse. The financials were you can't turn down essentially a full ride scholarship to graduate school at Florida. But I did add one other condition that they met, and that was I asked they had a Pulitzer prize winning editorialist on their faculty, and I wanted him to be my supervisor. And so I asked, is it possible that I could also get doctor Davis, Buddy Davis, to be my adviser? And they spoke with Buddy, and he came back and said, of course, yes. He'd be my adviser. Dr. Laurence Alexander [00:06:38]: So I got a lot of what I wanted and what I was seeking at the time. Although I didn't go to Missouri, I didn't have any regrets. I got a first class education at at Florida and enjoyed my graduate education there. Dr. Christopher Lewis [00:06:49]: Now I know that was not the stop of your graduate education. You went on, and after finishing the master of arts degree, you something else must have awakened during that journalism and communications degree that you decided that you wanted to go to law school, which is a whole another completely different type of education. And so talk to me about that. What made you decide after thinking that you were gonna be starting this journalism career to kind of move in a little bit different direction to then going to law school? Dr. Laurence Alexander [00:07:22]: For sure. And the law school interest started while I was an undergrad as well because there was another strand going on. I kind of I guess I I took a lot of courses in political science. Several of those courses focused on constitutional law and civil liberties and so in the judicial process. There was a professor there. I'll mention him Professor Ed Heck. He was a scholar and he had done his work on, Justice Brennan and the Supreme Court. And he was dynamic. Dr. Laurence Alexander [00:07:50]: I mean, he was a great professor in my mind, great teacher, great scholar. And I took every course he taught and really enjoyed learning about the judicial process, the supreme court, civil liberties, and how the court makes its decisions. So I've had a real interest in law as an undergraduate, but and this may resonate with some people. I saw that law school at the time I was coming out was a 3 year commitment. I was not ready to do another 3 years of school when I came out as an undergraduate. So I took the shortcut into the master's program. But it never never escaped me that I had this interest in law. And I was around a lot of friends at the newsroom who were in law school. Dr. Laurence Alexander [00:08:32]: It's interesting that the editor and the publisher of the newspaper, they're both had law degrees at the newspaper, and it felt comfortable to move in a direction following my passions. Because I felt at the time I wanted to cover courts, I felt from the time I was studying it, oh, it would be wonderful to cover the Supreme Court. Oh, wouldn't it be great? And in my research, I found that many of the journalists who were at the New York Times and Wall Street Journal and Washington Post, and they covered the Supreme Court had law degrees. So it it made perfect sense to try to extend my journalism career and to go into an area that I had significant interest in by pursuing a law degree and then moving forward in the profession. Dr. Christopher Lewis [00:09:15]: And I know you did attend Tulane and went back to Louisiana. So talk to me about that decision because there's lots of law schools out there, and I'm sure that you had some opportunities to be able to go to a number of places. Was it just the draw of going home, or was it something else that drew you to deciding that Tulane was the right place for you? Dr. Laurence Alexander [00:09:34]: Yeah. A couple of those things. I was already at home working for the newspaper. And so I started out looking for an opportunity where I could continue working and attend law school part time. So I wanted to go to law school as a kind of like graduate school, but it's professional school, but go part time and work full time. So I looked for opportunities, not just in New Orleans, but elsewhere. And they had several of those programs on the Eastern seaboard. You could work full time and But I would have to get a job in those places, a full time job, and go to law school as well. Dr. Laurence Alexander [00:10:06]: Well, I was based in New Orleans, and there was a program there, that was part time that I focused on quite a bit, and that was at Loyola University in New Orleans. I applied. I was accepted. And I also applied to Tulane, and I I applied to just a couple of law schools because I I was based in New Orleans. Well, I I got it accepted into Loyola, and I was very happy with that. I sent in my check that I would be attending to reserve my spot in the fall class. And then I got an acceptance from Tulane as soon as I put that in the mix. And I really had to do some soul searching because I've always admired Tulane. Dr. Laurence Alexander [00:10:43]: Tulane is a it had the prestige of being a member of the AAU. It's an institution that's well known and becoming more well known now because of its athletic programs. But its professional programs are top notch in business and law and medicine and and public health. Tulane is renowned for that. And I live not too far from Tulane when I was a teenager, so I could hear the roar of the crowds. And we knew we knew where we we all knew about Tulane in there. And it was a kind of a dream school that I thought I really Gee, I can never attend Tulane University. But I got an acceptance letter from Tulane and I said, Oh my, what am I gonna do now? So I went in, made an appointment with the associate dean in the law school and went in and talked with her about my decision. Dr. Laurence Alexander [00:11:32]: And, of course, she put on a hard sell, and and the next thing you know, I was attending Tulane. Tulane did offer as well a partial tuition scholarship to help with the expenses, in law school. So I was very pleased to get that. And I thought, geez, this is fantastic. And so I got a first rate education there. But the decision of going to law school was really I think it was really hatched when I was an undergraduate, and it was solidified when I was a reporter and reporting on I did a lot of crime reporting, but I really wanted to report on the courts. The courts was really my focus point. Dr. Christopher Lewis [00:12:08]: So you went through law school, got that law degree, and at some point during that whole journey, you started making a little bit of a pivot and looking at working in higher education and moving from being that journalist and moving into higher ed. And I know that after a number of years, you made a final choice, continued that education to get a PhD after being a assistant professor and being a professor and getting that type of experience as well. So talk to me about that next step, and what made you decide that you wanted to get the PhD? Dr. Laurence Alexander [00:12:46]: There's a little bit of logic in there somewhere. A logical process because it meandered a bit because I did go to law after wanting to do that. And then I did interview with newspapers and got a couple of job offers actually to go back into newspapers after law school. But there were some competing offers on the table, and one of them was to go into academia. And that same mentor, David Womack, who I mentioned earlier, who was the adviser for the paper, was leaving the University of New Orleans, and he was going to Temple University. And he called me up and said, you know, that he thought I would be perfect for this job. It was a faculty job. It was a job that paid less than I was getting paid when I was at the newspaper, but he thought I would be good at it. Dr. Laurence Alexander [00:13:29]: He thought I would love doing it. He turned out to be right. One of the things I found out in law school is I did love teaching, got the opportunity to do to be a senior fellows in law school, were 3rd year law students who worked with faculty members to help instruct and teach and and guide 1st year law students through the legal research and writing course, writing briefs and memoranda. And I got a lot of experience working with students and grading their work and under the supervision of a professor. And at the same time, one of the law schools writing competitions, writing on to one of the law reviews at law school. So in that process, I I I also... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/33026642

Maximizing Your Graduate School Success: Insights from Graduate Enrollment Experts 09/30/2024

Maximizing Your Graduate School Success: Insights from Graduate Enrollment Experts Graduate school is an essential phase in one’s academic and professional journey, offering an intricate blend of learning, research, and networking opportunities. During the 2024 NAGAP Conference, a diverse group of experts provided valuable insights on strategies that can help graduate students maximize their success. Here's a comprehensive guide drawn from their collective wisdom. Leverage Campus Resources Bethany Satrom from Indiana University Bloomington highlighted the importance of utilizing all available resources on campus. Many institutions offer a wealth of support services such as career services hubs, faculty mentorship programs, and various networking events. Brett DiMarzo from Boston College emphasized the need for students to immerse themselves fully in their academic curriculum and extract maximum value from the experience. Accessing these resources can significantly enrich a graduate student's academic life and bolster their professional readiness. Corey Carey from John Brown University urged students to explore lesser-known resources like academic advising and tutoring, which often go untapped. By navigating through their university portals and uncovering every nook and cranny, students can find numerous support structures that can enhance their academic journey. Engage with Faculty and Mentors Keith Ramsdell from Ashland University underscored the importance of maintaining regular communication with academic advisors. Unlike undergraduate programs, graduate students often work closely with academic professionals in their field of study, making these relationships invaluable for guidance and future employment opportunities. Daniel Truesdale from the University of Chicago advised students to build strong networks with their professors and faculty. Engaging with faculty outside of classrooms and seeking mentorship can open doors to numerous networking opportunities and enrich the learning experience. Sarah Wenger from Indiana University noted the significance of having a champion or mentor throughout one’s graduate studies. A mentor can provide critical advice and support, helping students navigate the complexities of their academic and professional journeys. Build and Nurture Your Community Community building is a recurring theme among the experts. Brian Desrosiers-Tam from the University of Toronto** recommended that students find and actively engage with their community, whether through clubs, organizations, or professional groups. This engagement not only provides support but also enhances the overall graduate experience. Les Mackey from Fort Hays State University** emphasized the importance of connecting with a wide range of peers, faculty, and staff. Extending these connections beyond one’s primary area of study can lead to unexpected opportunities and collaborations. Seek Interdisciplinary Experiences Sam Fleischman provided a unique perspective on the value of interdisciplinary experiences. He argued that integrating different fields of study enriches one’s education and broadens intellectual horizons. This approach not only makes individuals better professionals but also prepares them to tackle multifaceted challenges in the real world. Network and Engage Professionally Jeremiah Nelson from Catawba College advised students not to overlook the importance of networking within their professional communities. Building connections beyond the academic environment can significantly impact career prospects. Tony Fraga from DD Agency** highlighted the importance of pairing academic achievements with industry-specific certifications. Earning certifications and adding them to your professional profiles can create a compelling advantage in the job market. Focus on Personal Well-being Dr. Noranda Wright from Georgia Southern University spoke on the importance of balancing academic responsibilities with personal well-being. Graduate studies can be overwhelming, so it's crucial to recognize stress triggers and take necessary breaks. Maintaining wellness is key to sustaining long-term success. Stay Inquisitive and Persistent Kandice King from the University of Rochester** encouraged students to remain inquisitive and persistent. Asking questions and constantly seeking knowledge can drive continuous personal and professional growth. This attitude is especially vital for PhD students who need to persevere through challenging research and experimentation. Embrace and Expand Your Network Anna Marie Bliss from WashU in Saint Louis suggested that students keep open communication lines with faculty, colleagues, and staff while being open to new ideas and cultural perspectives. Expanding your network and being adaptable can lead to significant academic and professional growth. The insights shared by the experts at the NAGAP 2024 Conference offer a comprehensive blueprint for maximizing academic and professional success in graduate school. By leveraging campus resources, engaging with mentors, building communities, exploring interdisciplinary experiences, and maintaining personal well-being, students can navigate their graduate journeys with confidence and purpose. Whether you are just beginning your studies or are well on your way, these strategies provide valuable guidance to help you succeed. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. And this week, we've got a special episode of a number of different people that I had the chance to meet at the 2024 nag app conference. And if you've never heard of NAGAP, NAGAP is the National Association For Graduate Enrollment Management And graduate enrollment professionals come together every year at their annual conference to be able to talk about how to support graduate students like yourself. And at this conference, I talked to a number of different people and asked them the question of what key strategies or actions should students undertake during graduate studies to maximize their academic and professional success? This show is all about success, and every week I wanna bring you different thoughts, ideas, perspectives. And today, you've got a whole slew of a number of different people that are going to be giving you just that. Their strategies, their thoughts on that specific question. You'll hear them answering the question in a lot of different ways. No editing has been happening in regard to what they said. And I wanted to make sure to share that with all of you. I hope you enjoy it and look forward to having you come back again next week for another great episode. Anna Marie Bliss [00:01:31]: Hi. My name is Anna Marie Bliss, and I'm the associate director of recruitment and admissions at WashU in Saint Louis. My top three strategies or pieces of advice that students should take during their graduate studies to maximize their academic and professional success would be to keep open lines of communication with staff and faculty and also their colleagues. The second one would be to be open minded and open to new ideas and different ways of thinking, especially as we think about different cultural upbringings and the ways that people are acting and engaging around us. And then finally, to seek mentorship from students who are more experienced, from faculty members, but also from key staff who are there to help aid in their success and think about career goals. Bethany Satrom [00:02:12]: Hi. I'm Bethany Satrom from the Indiana University Bloomington campus. I'm an admissions manager, so I mostly process applications for our faculty to review and a lot of data work. I think the key strategy to or action that students should take during their graduate studies to maximize their academic and professional success is to really utilize all the resources available on our campus, whether that be our career services hub or just talking with going to the networking events that we host in both in Bloomington and in other locations especially in their home cities or home countries. We try to be very involved in our international student life both on campus and off campus. I think students don't take as much advantage of that at the School of Public Environmental Affairs that I work at as much as they maybe could or should and so I think that there are other schools that maybe have a little more success with that, but I think that we're working on trying to implement more plans to make it more accessible and easier to obtain these resources. Brett DiMarzo [00:03:16]: Hi. I'm Brett DeMarzo. I'm the director of digital strategy and graduate enrollment at Boston College. And to answer the question, what key strategies or actions should students undertake during their graduate studies to maximize their academic and professional success is really to invest in the time and the effort into taking the most out of their experience. Talking with professors, getting into the academic curriculum, really putting their whole heart into the entire experience so that they really get the value out of that program. Brian Desrosiers-Tam [00:03:49]: Hi. My name is Brian Desrosiers Thame. I am assistant dean at the School of Graduate Studies at the University of Toronto. What key strategies or actions should students undertake during their graduate studies to maximize your academic and professional success? Well, I have three thoughts that I'm happy to share. I think as a graduate student who joins a new school, a new program, you know, you should make sure that you maximize all available resources that are available to you. Think about the writing center, the professional services that exist. So just make sure you'll learn about them during your orientation, and once you do, make sure you access them. The second one I think would be find your community and be part of it. Even though you may be in a remote, hybrid, or in person event, make sure you stay engaged with the community. Get to know your graduate administrators, your graduate coordinators or chairs, but also your fellow students. And a good way to do that is to, even in grad school, join some clubs, some organization, and just be sure to be present. And then by developing that sense of community, you'll have peers, colleagues who will be there to help you in the good and in the bad times. So good luck. Corey Carey [00:04:49]: My name is Corey Carey, and I'm a grad and online enrollment professional from John Brown University. And I would say that a key strategy that students should undertake during their grad studies to maximize academic and professional success is to seek out all of the things that universities offer but might not market. So different resources like academic advising, tutoring, things like that that are offered that maybe get lost in the shuffle of getting enrolled, getting getting ready for classes, getting your textbooks. So, if I were well, I am a graduate student and the things that I do is get online on my the portal that my university uses and just search every nook and cranny to find all the resources that are available to me because a lot of times resources will go untapped, unused just because students don't know about them. So that would be my advice to students is to seek out all the resources that university offers. Daniel Truesdale [00:05:51]: My name is Daniel Truesdale. I'm the associate director of enrollment management at the University of Chicago for the applied data science program. Some of the advice I always give to incoming students, you have your formal support structures while you're in the program, but also make sure to take advantage of connecting with your professors and your faculty, especially from a networking perspective. Part of grad school isn't just the technical expertise that you're going to gain, but it's also the network and community that you're going to develop. So that's an amazing opportunity that you have to take advantage of. Also, remember not to kinda lose the forest amongst the leaves. More than likely, you're you're paying to be here. You're dedicating your time. Daniel Truesdale [00:06:29]: We could be spent elsewhere. Make sure that you are gaining everything even outside outside of the curriculum that the program has to offer. So if that's organizations, if that's clubs, take advantage of those as well. So I always wanna press that because I think sometimes students forget that part of a graduate education is not just what you're gonna learn in the classroom, but the community and friendships you're gonna develop outside as well. So that would probably be my biggest advice for grad students. Jamie Gleason [00:07:00]: I'm Jamie Gleason from DD Agency. The question is what key strategies or actions should students undertake during their graduate studies to maximize academic or professional success? And I would really lean into 2 things. Graduate studies is all about network creation. So find the smartest person in your classes and get to know them more. And then ask your faculty members about internship experiences that might be applicable to the classes that you're taking, and then really dig into the things that you love and find experience work experiences in those areas to flesh out your love a little bit more. Jeremiah Nelson [00:07:38]: I'm Jeremiah Nelson. I am the outgoing immediate past president of NAGAP and a faculty member at Catawba College, Kettner School of Business. And the strategies that I recommend for my graduate students are focused on not forgetting that their academic experience is not the only experience with being a graduate student. To maximize their success, what they also need to do is to network and to engage in their professional communities. It doesn't matter how smart you are if people don't know who you are. And so you need to make sure that you are both building your skills, but also that you are getting out into the world, engaging with your professional community, and making connections so that when it's time for a job that you're ready and that people are recommending you. Kandice King [00:08:27]: Hi. My name is Kandice King. I am with University of Rochester's School of Medicine and Dentistry in Rochester, New York. As the director of graduate enrollment at SMD, I am, often asked by students about what kind of strategies they might utilize to maximize their success. And since we recruit for PhD students where we have a lot of persistence that is necessary in the success of experimentation and advancing science, always ask questions. Continue to build your persistence and continue to be inquisitive and curious throughout your graduate study and that will help you with both your academic and your personal success. Keith Ramsdell [00:09:07]: Hi, I'm Keith Ramsdell and I'm the vice president for enrollment management and marketing at Ashland University in Ashland, Ohio and I've been in that role for about oh three and a half years now and I'm pleased to answer this question the question specifically is what key strategies or action should students take during their graduate studies to maximize their academic and professional success? Now I think the one of the biggest things is to work constantly and regularly with your academic advisor unlike undergraduate programs where you're working oftentimes with a professional advisor which is great, on the graduate side, the focus really is with academic professionals who are in your area of study who can really give you some wise direction, wise counsel on the courses to take, why those courses are being taken, who to take and those types of things. They're also probably the best connected people to help you find employment after you're done certainly I know on our campus our career center for life calling also assists graduate students with finding employment when they're completed with their programs, but really those who are best connected to help you after you're done with your program are gonna be your faculty, those are the folks who have very likely been out in the field, they're connected in one way or another through their professional associations and through other networks that they've built, they can be a great resource for you and that's the direction I would encourage you to go. Les Mackey [00:10:31]: Hey there. This is Les Mackey, and I currently work with the Graduate School at Fort Hays State University. So the question, maximizing academic and professional success in graduate studies. Gosh. So many things. I guess I'll kind of split some 2 things and I'll start with the academic success side of this. First off, I think it's important to get out there and just be open to new knowledge and learning. Be open to new experiences altogether and don't be afraid to get out of your comfort zone. At this point, when you get into grad school, you've already been in school for pretty long time. But in terms of just college, you've already been in college for 3, 4 years. And it's easy to get comfortable and complacent with what you do know, but it's okay not to know everything. I think one of the biggest things you can learn, and I learned in grad school, is that it's okay to say, I don't know, but I would like to. Maintain that growth mindset and stay curious. Now, looking at the professional success side of this, connect with faculty, staff, peers, and don't limit yourself to just your primary area of study or just your department at your institution. Get out there and connect with everybody. If you get the opportunity to attend a conference, whether it's to present research or for professional development purposes, connect with as many attendees as possible. If the chance ever arises to connect with alumni, go for it. Grow your network in the most meaningful way you can so you can leverage these connections during and beyond grad school. Any of these people could be a potential supervisor or colleague in the future, so take advantage of those opportunities. Marcus Hanscome [00:11:59]: I'm Marcus Hanscomb. I'm the director of enrollment marketing at DD Agency, and I'm 17 and a half years out of the higher ed side and working in universities with students. And students who wanna maximize their opportunities for academic professional success, there's opportunities certainly with graduate student associations and student clubs and certainly academic organizations if possible. So I always encourage students to take advantage of that in their time. And sometimes students are busy, so they find ways to not do those things. But also taking advantage of the opportunity to maybe volunteer for research even. There's a lot of things that are built into an academic program that students obviously have to do, but the students that really succeed and do well in the long term are the ones that jump a little bit further. They take that opportunity to volunteer with different faculty, maybe try something different than the research that they're used to, just to expose them to other areas of the discipline. Sometimes students really find something that interests them and then that kind of points them in a different direction, particularly for dissertations or thesis research later on. So students really kind of expand are gonna do the best in the long run, and I encourage them to do that. Dr. Noranda Wright [00:12:55]: Hi. I'm Dr. Noranda Wright, associate dean of graduate student services at Georgia Southern University. And I think some of the key strategies or actions that students should take during their graduate studies to maximize their academic and professional studies range from providing, professional mentors to help them balance their self, look for a balance in higher education in their studies, figure... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32548112

From Hoops to Healing: Nia Ahart's Journey in Physical Therapy 09/23/2024

From Hoops to Healing: Nia Ahart's Journey in Physical Therapy Graduate school is a journey marked by substantial growth, rigorous academic challenges, and opportunities to make a lasting impact. For , a 2nd-year physical therapy student at the University of Michigan Flint, this journey has been particularly enlightening and transformative. In a revealing conversation with Dr. Christopher Lewis, host of the "Victors in Grad School" podcast, Nia shared her experiences, insights, and the keys to her success. This blog delves into these topics, offering a comprehensive guide for those considering or participating in graduate education. Finding the Spark: Discovering a Passion for Physical Therapy Early Inspirations Nia's journey to choosing physical therapy as her career path began early, rooted in her family's involvement in sports. Her brother, a baseball player at Akron, and Nia herself both encountered shoulder injuries requiring rehabilitation. This early exposure to physical therapy sparked her curiosity and desire to specialize in a field that would help athletes return to their optimal performance. A Personal Experience Continuing her athletic career in college, she played basketball at Colgate University and Northern Illinois University. She dealt with various injuries, spending significant time in training and physical therapy. These experiences deepened her appreciation for the field, particularly the non-invasive treatments that allowed her to avoid potentially career-ending surgery. This personal success in rehabilitation cemented her commitment to physical therapy. Choosing the Right Graduate Program: A Thoughtful Decision Evaluation Criteria Selecting a graduate school is often a complex decision. For Nia, the choice was influenced by several critical factors, including faculty expertise, opportunities for specialization in sports therapy, and connections within the industry. She initially compiled a list of schools meeting these criteria and engaged in extensive research to narrow down her options. Coming Back Home The University of Michigan Flint emerged as the top choice due to its strong faculty-student relationships, comprehensive support systems, and the unique opportunity to partake in the pro bono heart clinic. Moreover, her personal ties to Michigan, including her mother's alma mater and her uncle's coaching role, reinforced her decision to return home. Navigating the Transition: From Undergraduate to Graduate Studies Adjusting to New Academic Demands Transitioning from undergraduate work to a graduate program presents challenges, notably the shift in academic expectations and teaching methods. For Nia, the biggest adjustment was managing her time effectively. In undergraduate studies, her schedule was dictated by sports commitments and coursework. However, in graduate school, she found herself with more unstructured free time that needed careful planning. Strategies for Success Nia emphasized the importance of using a planner to organize her time, combining digital and physical to-do lists to keep track of assignments, volunteer opportunities, and exams. Establishing a study routine at the semester's beginning and setting aside time for self-care and relaxation were also crucial. Embracing Leadership and Diversity: Building Community Initiating Change Recognizing the importance of diversity and inclusion in healthcare, Nia co-founded and presided over the Wolverine BIPOC Healthcare Collective in her first year. This club aimed to provide a supportive community for students of color and foster a network of future healthcare professionals committed to serving diverse patient populations. Impactful Work Through meetings, guest speakers, and community partnerships, the club has made significant strides in creating a sense of belonging and promoting inclusivity within the program. Nia’s efforts in this area earned her the Diversity and Inclusion Award from Exat, an honor recognizing her dedication to fostering a more inclusive healthcare environment. Looking to the Future: Career Aspirations and Advice Evolving Aspirations As Nia progresses through her program, her career aspirations have evolved. Initially, she dreamed of working with top-tier sports teams like the NBA or NFL. However, exposure to various patient demographics and clinical settings has opened her mind to other possibilities within outpatient care and sports therapy. Advice for Prospective Graduate Students Nia's journey offers several valuable lessons for prospective and current graduate students. Key among these is not to overly stress about the graduate school process. Having a support network, finding an accountability buddy, and discovering one's preferred learning style early on can significantly ease the transition and improve academic performance. Graduate school is a challenging yet rewarding journey that requires a blend of passion, dedication, and effective time management. Nia Ahart’s story is a testament to the remarkable opportunities and growth that come with embracing these challenges head-on. Aspiring graduate students can draw inspiration from her experience, using her insights as a roadmap to navigate their own paths to success. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. You know, every week, I love being able to sit down, talk to you, work with you as you are going through this graduate school exploration. And it is a process. It is something that will take some people a couple of years, some people a few months, some people a few days. You never know. But for a lot of people, it is definitely a process, and it is a journey as well. Dr. Christopher Lewis [00:00:49]: So as you are going through this journey, there are things that you can do, things that you can do right now to be able to help you to start on that path towards success in getting into graduate school, getting through graduate school, and being able to get out into the career that you want to be in. That's why this podcast exists. This podcast is here to help you on that journey. It's here to help you to learn and to grow from other people that have gone before you, that are in graduate school right now, that are that have been in graduate school in the past and can provide you with some insights, some tools for your toolbox, some things that will help you to be able to set yourself up for that success that you wanna see. Today, we got another great guest with us. Nia Ahardt is with us today, and Nia is a 2nd year physical therapy student at the University of Michigan Flint. I am really excited to have her here today to share her journey with you and to provide you with some of the things that she's learned along the way. Nia, thanks so much for being here today. Nia Ahart [00:01:54]: Thank you for having me. Dr. Christopher Lewis [00:01:55]: It is my pleasure having you here today. And one of the things that I first love doing is being able to turn the clock back in time. And I know you did your undergraduate work at Colgate University, and you got that bachelor's degree, the bachelor's of arts in biology there. And then you took a little bit of time and went and played some basketball for Northern Illinois University and finished up some of your pre physical therapy, to PT programs. But I wanna go back. Let's go back to Colgate University, maybe even before that, and talk to me about that spark, that moment that you figured out for yourself that you wanted to go beyond the bachelor's degree, and you wanted to go into physical therapy. What led you to that, and what led you to decide that physical therapy was the path that you were on? Nia Ahart [00:02:46]: So I actually started pretty young. So I grew up in a sports family, and my brother is just my role model. So he played bass baseball at Akron, and he tore his labrum. And at the same time he was 7 years apart, so I was young. I had a shoulder injury too, and we were doing physical therapy at the same time. So I was able to see his rehab, see his recovery. And then with myself, I noticed that the physical therapy that I was receiving wasn't specific to returning to sport. It was more so returning to daily life, and that's what intrigued me. Nia Ahart [00:03:22]: It's like, oh, maybe I could do something that could get an athlete back to their original skill set, so that's where it in, interests me. And and like you said, I did play basketball in college at Colgate in Northern Illinois, and I dealt with a lot of injuries myself. I had stayed in the trainer room, stayed with physical therapy, so it just continued my interest. But I was able to go through physical therapy and avoid a potentially career ending surgery, and that's where I just fell in love, where I can save somebody from having surgery or having an invasive procedure, and I can recover and rehab their injuries back to their sport. And I was able to successfully play my last year because of it. So that is where I wanted to continue. Dr. Christopher Lewis [00:04:06]: Now I mentioned that you had gone to Northern Illinois. You finished up playing your last year of basketball there. And during that time, you were taking a number of prerequisites, getting those prerequisites done so you could apply for physical therapy school. And as you were finishing those up and going into the application process, I'm sure you did a lot of looking around and a lot of exploration to try to determine where you wanted to apply. And you ultimately decided to attend the University of Michigan, Flint. Talk to me about that thought process, that exploration process, what you were looking for in schools, and what made the University of Michigan Flint stand out, and what made you decide that that was the ultimate school that you wanted to attend? Nia Ahart [00:04:54]: It started off with that 5th year. I originally made a list of schools that had PT programs that I was interested in going to just had connections to both a good faculty and advisor standpoint as well as people that specialize in sports, which I'm hoping to get into, with physical therapy. So that's where I originally started. As I continue my application process, I realized since I was away from school for the past or away from Michigan for the past 5 years, I really wanted to come back home. My mom is a Michigan grad, My uncle was a track coach at Michigan, so I really wanted to come back home, spend some time with my family. And I just loved when I went to the open house, how connected the faculty was with the students. And it seemed like they had a great advisor student relationship, as well as a lot of peer to peer opportunities. And the thing that really stood out about Michigan's program was the pro bono clinic at heart. Nia Ahart [00:05:50]: Just being able to work with patients real time as we're learning the material as and we can see it in person and develop our clinical skills while still developing our didactic portion. I've, it was really exciting, and I love every bit about it. So that is what solidified it. Dr. Christopher Lewis [00:06:07]: So you made that transition. And you've had a number of transitions going from Colgate to Northern Illinois, to then physical therapy school. So you probably have some idea of what it takes to be able to go from school to school. But still, in going from undergraduate work and being taught in that way to going into a physical therapy doctorate program is very different. You're taught in a different way. The expectations are different. So again, can sometimes be a stark transition when you step into that type of learning environment. Talk to me about that transition for you and what did you have to do as you transitioned in to the program to find success in that journey? And what have you had to do as you've gone along to be able to both set yourself up and continue that success throughout the program. Nia Ahart [00:07:00]: The biggest thing for me was time management. In undergrad, since I played a sport, everything was planned out for me. I had a set schedule. I had a lot of free time, but I had to learn the skills to time manage and get things done with practice and lift. I think coming into grad school, it was new because I was just I was a student. Like, I didn't have to worry about going to practice. I didn't have to worry about missing school for gains, And I had a lot of free time that I wasn't used to. So just being able to develop a plan to get all my schoolwork done, still have time for me to take care of myself, do self care, work out was really big for me. Nia Ahart [00:07:40]: I am blessed to have the foundation I had from sports and from high school too, but definitely time management. That has been a very big skill and has propelled me to succeed in grad school. Dr. Christopher Lewis [00:07:52]: As you talk about time management, are there specific things that you did to be able to not only manage your time well, but be able to really allow for you to go from that where you said that people were scheduling your time to now you having to do that yourself and having to really get yourself into that different mode. Are there specific things that you did to be able to help you to manage that well? Nia Ahart [00:08:18]: So my roommate actually got me into using a planner. I used to just use my to do list on my iPhone and just cross things out because I had so much time between assignments. But actually, planning out my life weekly and monthly has been really helpful just to see it on paper and just satisfying to cross things off by hand. I still keep my to do list on my iPhone, but it's nice to have a physical copy. And I would just say organizing myself at the beginning of the semester is something that I always have done, but just going through my syllabi and just right now, all the major assignments we have to do, right now, all of the volunteer opportunities that I signed up for, just having a sheet, a calendar for the whole semester really helps me stay focused and stay on track. Personally, I can work pretty much everywhere. I definitely need my free time just to relax, but thankfully for me, I can work and watch a little episode. So it's nice to have that self motivation to be able to work wherever. Nia Ahart [00:09:17]: I think that has set me apart for sure and has made me less stressed because I am very flexible in my studies. Dr. Christopher Lewis [00:09:25]: Now recently, we heard that you were being recognized with a scholarship from Exat. And if you don't know what Exat is, Exat's a company that is focused on giving health science students in individuals in academia what they're looking for by providing education management solutions. Now, Nia, you were awarded the, Diversity and Inclusion Award, and this honors students that are promoting diversity and inclusion in the healthcare workforce. Talk to me about that, that award that you receive. And what did you do to be able to allow yourself to be considered for this award? Nia Ahart [00:10:04]: It was a great opportunity, the Diversity Inclusion Award. I had to fill out an application and go present it to our faculty, and they read our essays before selecting someone. So thankfully, I received the award. So this year, I started a diversity or BIPOC healthcare club called the Wolverine BIPOC Healthcare Collective. As 1st year, myself and Zoe Humes, we are cofounders and I'm the president. So we came in as 1st year, then we realized the lack of diversity within the program. And it's just important to have a space where we can be ourselves and have community and network to become developing health care clinicians so we can help all patients, but especially patients that look like us. So I was fortunate enough to start a club, and it's been going well. Nia Ahart [00:10:53]: We had our first meeting in January, and we've had meetings since. And we're starting to grow both physical therapy and occupational therapy. We're bringing in guest speakers, so that was in partnering community events around us and community partners. So that was a really big point in my application of this club, and it wasn't new to me to be a part of something like this. I was an ambassador in undergrad for something similar for athletes of color. But this is my first time starting this with my roommate, but from the ground up, starting in my 1st year with a lot of new changes. And it was pretty early on that we got the ball rolling in the semester. So I think just showing the initiative and just creating the space for support with fellow BIPOC members of the community was great. Dr. Christopher Lewis [00:11:42]: Now not every student will jump into getting involved in that way. They'll find other ways to get involved in going and taking advantage of something like you mentioned, heart, which is a pro bono clinic that students can be a part of, or they may find other things that are specifically tailored to their organization. So I commend you for putting something out there, starting something new, and being willing to jump into it with such gusto as a way to be able to allow for others to build and maintain community with individuals like themselves, because I think that's really important. Now you're working through this program. You're moving into your 2nd year within the PT program. That second year of the PT program brings more opportunities for clinical experiences, and then you'll have an even broader experiences in your 3rd year. As you're looking toward the future and now that you have a year under your belt, what are you thinking of the future? And do you have ideas of where you may end up in a few years and where you want to be as a physical therapist? Nia Ahart [00:12:48]: So I'm really excited about the future. Going into the program, I was set. I thought that I knew exactly what I wanted to do. I thought that I wanted to be with the NBA or NFL sports team. And now they say that it changes a lot during school, and I have definitely I was like, oh, I know what I'm doing. But I am definitely more open minded about what I wanna go into. I still wanna stay in the sports realm. It's not the NFL NBA dreams are not off the table, but I think I'm more open to having, like, a outpatient or specific path. Nia Ahart [00:13:19]: That's where I am at now, but we'll see. We have 2 more years and 4 more clinicals. But I just think the exposure to different realms of patients and pathways in the program is great. And it just allows you to explore things that you've never you would have never thought to go into or explore yourself. So I'm very appreciative, and honestly, I currently work at a hospital as a tech, so having that experience on top of the clinical experiences and heart as well has really opened my eyes to different pathways in the field. Dr. Christopher Lewis [00:13:53]: Now you've given a lot of piece of advice today, things that you've learned along the way, things that have helped you to be successful. As you look back to your 1st year, as you're moving into your 2nd year, what are some tips that you might offer others that are considering graduate education in general? Doesn't mean that someone's considering physical therapy per se, but just in general for graduate education, what are some tips that you might offer those individuals that would help them find success sooner? Nia Ahart [00:14:20]: I think for me, the biggest thing is to not stress yourself out. I tell all the incoming 1st years that are freaking out about the process, I think it it'll all work itself out. Whatever happened, it's meant for you. I also think the big thing... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32508717

From English to Dance: Dr. Emma Davis's Nontraditional Grad School Journey 09/16/2024

From English to Dance: Dr. Emma Davis's Nontraditional Grad School Journey In a recent episode of Victors in Grad School, we sit down with Dr. , an accomplished academic who traversed an unconventional path in higher education. With an undergraduate degree in English and journalism, a master's in liberal studies, and a PhD in dance, Dr. Davis embodies the transformative journey of higher education. This blog post expands on her insightful conversation, charting her unique pathway and offering valuable advice for aspiring graduate students. Following the Academic Passion From Undergrad to Master's Degree Dr. Emma Davis first discovered her passion for higher education during her undergraduate years at the University of Michigan Flint, where she majored in English and journalism while minoring in dance. Realizing that she wanted to work in higher education, she observed her faculty members’ academic journeys, which often included a master's degree in fine arts (MFA). Initially aspiring for an MFA herself, Dr. Davis encountered setbacks during the application process. However, her mentor, Dr. Loren Friesen, guided her toward the Master of Liberal Studies with a concentration in theater culture at the University of Michigan Flint. This program provided her with a foundation in American culture, critical thinking, and an appreciation for cross-disciplinary academic dialogues. The Leap to a Doctorate After completing her master's degree, Dr. Davis faced another pivotal decision – choosing a PhD program. Despite her broad academic background, she opted for a doctorate in dance, recognizing that a specialized degree would align more closely with her goals in higher education. Her thorough research revealed only a handful of PhD programs in dance across the United States, eventually leading her to Texas Women's University’s low-residency program, allowing her the flexibility to continue teaching while pursuing her doctorate. Navigating Unconventional Paths Adapting During COVID-19 Dr. Davis began her PhD in June 2020, amidst the global pandemic. The low-residency program she enrolled in typically required a mix of in-person and online learning. However, the pandemic pushed her cohort to adapt to fully online coursework. Weekly virtual classes supplemented their independent research, fostering a strong sense of community and support that might not have existed in a traditional setting. Embracing Nontraditional Approaches Reflecting on the shifts and adaptations, Dr. Davis emphasized the value of nontraditional educational paths. Her experiences highlight that flexibility and resilience are key to thriving in graduate school, especially for those juggling multiple roles and responsibilities Insights and Practical Advice for Aspiring Graduate Students Preparation and Self-Discovery Transitions between undergraduate, master's, and doctoral programs can be challenging. Dr. Davis advises students to see each degree as a stepping stone, allowing life and academic experiences to shape their educational journey. She stresses the importance of taking time to reflect and recover between programs, enabling students to assimilate and grow from each step. Integration of Diverse Experiences Dr. Davis leverages her multifaceted academic background in her current role as an instructor, blending dance, literature, research, and cultural analysis. Her unique educational path allows her to enrich her teaching with a broad perspective, benefiting her students and the academic community. Advice for Prospective Grad Students For students considering graduate education, Dr. Davis recommends a deeply personal approach. Listen to your heart, conduct thorough research, and visualize your path. Understand the commitment involved, including potential financial and mental health challenges. Above all, knowing why you are pursuing a graduate degree can provide the motivation and clarity needed to succeed. Dr. Emma Davis’ journey epitomizes the essence of "Victors in Grad School." Her story not only showcases the transformative power of graduate education but also serves as a guide for students navigating their own academic paths. By embracing flexibility, conducting thorough research, and following one’s passion, prospective graduate students can set themselves on a successful and fulfilling academic journey. If you're contemplating your future in graduate education, reflect on Dr. Davis' insights and prepare to embark on your own path to success. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. As always every week, I love being able to sit down, talk to you, work with you as you are contemplating, working on wherever you are in this journey of getting in, getting through, getting done with grad school. Every week, we talk about things that you can do to be able to find success in that graduate school journey. And you might be at the very beginning just starting to think about grad school, might be thinking about maybe this is the time, maybe this is the right opportunity, and you're ready to put in that application. You might have already put that application in and you're waiting on the offer, the acceptance, or you got accepted, now you're waiting to start or you're in the program itself. And looking at that light at the end of the tunnel, no matter how far off it is, wherever you are, it is a journey. Dr. Christopher Lewis [00:01:06]: And there are things that you can learn at the beginning and wherever you are in this journey to be able to help you to be successful. And that's why every week, I love being able to have an opportunity to talk with you, to share with you different resources, people, and share their journeys with you as well. That's what this show is all about. It's all about helping you find success. And today we got another great guest with us today. Doctor Emma Davis is with us today. And doctor Davis has a undergraduate degree from the University of Michigan Flint, but she also has a master's degree from the University of Michigan Flint, but then she pivoted and went and got a PhD in dance. And it's a journey that we're gonna be talking about because it is truly a journey for her, different pathways, some probably twists and turns along the way that we will talk about as well. Dr. Christopher Lewis [00:01:54]: And I'm really excited to have her share this journey with you and have her here today. Emma, thanks so much for being here today. Dr. Emma Davis [00:01:59]: Thank you for having me. Dr. Christopher Lewis [00:02:00]: It's my pleasure having you here today. As I said, you did your undergraduate work at the University of Michigan Flint. And at some point in that journey, you got that bachelor of arts degree in English and journalism, and you also got a dance minor. You're busy, you had, and then you decided and you had an opportunity to, after a little bit of time, you've made a decision to go and get your master's degree and get your master's degree in liberal studies with a concentration in theater culture. Also here at the University of Michigan Flint. Every person finds the the timing and figures that out for themselves about why it's the right time. Bring me back to that point. What made you decide at that point that after being out of your bachelor's degree that you were ready to make that jump into getting your master's degree? Dr. Emma Davis [00:02:52]: When I was in undergrad, that was when I realized that I wanted to be working in higher education. So I looked at my faculty members and saw the pathways that they took in the field of dance. That was a master's of fine arts. And I had a lot of people encouraging me to apply to an MFA, which is a terminal degree in the arts, which means that's the last degree that you need to get. And so a lot of people were actually encouraging me to apply to Ann Arbor and I did and I made it through the finals and I did not get in. So that was sad. That was sort of actually my first attempt at grad school and it was not successful. And so I was sort of lost and a mentor, Doctor. Dr. Emma Davis [00:03:38]: Loren Friesen, who used to be the chair of the theater department. He was also the program coordinator for the theater culture part of the master's of arts and liberal studies at U of M Flint, and he was familiar with my work as an English major. I also wrote for the Michigan Times on campus. I worked at the writing center as a peer tutor. I crossed over into the theater side a lot, taking some theater classes. And, yeah, Doctor. Friesen was like, hey, check out this master's in liberal studies program because I think you should actually be going on to a PhD because of your background in writing. And I was like, oh, okay. Dr. Emma Davis [00:04:23]: And I was really eager to go to continue my education. It was like, I need to be doing something. I want to be moving forward. So yeah, I did the liberal studies program and I really enjoyed it. It was super refreshing conversation with people that wanted to be there and have critical thinking skills and read about things and talk about them in our society. And so I got this really great foundation in American culture from that. And, so I suppose you could say the gap was because I was finding my way and that's where it led me. Dr. Christopher Lewis [00:04:57]: It led you to that master's degree program. You got through that master's degree program. And then after finishing that you chose to go for a doctorate in dance. Again, different direction. You had the minor in undergrad of dance, and you were doing some teaching in dance. So there is that connection there, but your master's was within theater culture. So again, a little bit different. So talk to me about first, let's talk about what made you decide a doctorate in dance versus, say, a doctorate in theater or some other direction? Dr. Emma Davis [00:05:39]: I mean, yeah, because I actually did consider other types of PhDs. I have, you know, sort of a diverse, broad background in arts humanities. And so, yeah, I thought what happens if I do a PhD in theater, performance studies was another route to think about. The other faculty were sort of sharing with me. But dance has always been my thing. I mean, the reason I got an English degree well, of course, I like writing and reading, but I I thought it was the smarter thing to do than getting a degree in dance which is funny to get an English degree too but that's what I love, following my passion. And so I just did what I do. And I knew I wanted to work in higher ed, and so I just sort of thought about it strategically. Dr. Emma Davis [00:06:20]: Yeah. I could. There are a whole lot of schools that have PhDs in theater. There's a number of schools that have PhDs in performance studies, but I thought, no, now is the time to do the focused part. Right? So if I'm trying to get a job teaching within a dance department, or being a direct being a director of a dance program is my ultimate goal. So I need the thing that says dance in it now at this point. And I just I researched PhD in dance programs. There's only about 4 or 5 in the United States. Dr. Emma Davis [00:06:52]: One of those is low residency, and so that's where I ended up. Dr. Christopher Lewis [00:06:56]: I was just gonna ask you that question because you chose to go to Texas Women's University, and it's a long ways away from Flint. So I didn't know what went through your mind as you were contemplating those 4 or 5 programs that offered that PhD in dance. Dr. Emma Davis [00:07:12]: Right. So I had the choice between going away or doing the low residency and the I see it as having more flexibility within your life to do low residency. But I wasn't opposed to going away because, honestly, I didn't really go away for undergrad or masters because I'm a native Michigander. And I did apply to schools where you would have to live there. I had an interview at Ohio State University, but low residency, it just worked for my lifestyle better. The other part of it was that I was already lecturing, teaching at U of M Flint. I actually applied before the pandemic. Right? And so we as how long have I been teaching then? Maybe 7 or 8 years, and I'm one of 2 dance faculty on campus. Dr. Emma Davis [00:08:00]: So I'm a part of building this program, right, and it's my income. And it's still the thing I wanna be doing, teaching in higher ed. I wanted to keep my life, but also continue my education. So that led me to low residency. And, I mean, we can talk about what happened when COVID hit, but still low residency. Dr. Christopher Lewis [00:08:20]: Let's definitely talk about that because you definitely were going through the program during the pandemic. So talk to me about that transition for yourself and what that did for you or made you have to do as you had to pivot yourself in regards to having to learn in a different way? Dr. Emma Davis [00:08:41]: I received my acceptance letter December 2019, and the way that the low residency program is, it begins in summer semester. So I was accepted in December, and then I started June 2020. So it was just a couple months after everything closed. So for people that are interested in low residency programs, the way that it's still doing this now, but I was just of course in that unique situation, but the way it's set up is you're on campus for a month in the summer. In my program, it's 3 summers. And then in the fall, you go to campus for a 1 week intensive. And then in the winter, which they actually call spring because it's in Texas, it's also another 1 week. So it's a 1 week, a month, and then a 1 week. Dr. Emma Davis [00:09:28]: And what happens in between that is independent work. You're working on your research, you're working on the coursework, you're submitting your assignments online, and that's all cool. But what happened with my cohort was we couldn't meet in person. People didn't wanna fly across the country. We had somebody in Hawaii in our cohort too, so it was a lot for them to be traveling during COVID. So we kind of did the traditional online class thing where we met once a week and had an hour conversation and still did all of our work. But as far as adjusting, So we were So we were sort of supporting each other still through the coursework and the readings, which I'm not actually sure if that would be there if we had done the traditional way. So that's, like, my theme is everything nontraditional has been working for me. Dr. Emma Davis [00:10:27]: So if you feel like you're a nontraditional person, just know that it can work. Dr. Christopher Lewis [00:10:31]: So let's talk about transitions because every time you go to a different type of degree, there are transitions. And the way that you're taught as a undergraduate student is different than the way that you're taught as a master's student, is different than the way that you're gonna be taught as a PhD student, and you have to adjust at each phase to be able to learn in a little bit different way. We talked about the fact that you had to learn in a little bit different way also when you're in the middle of a pandemic. But talk to me about what you had to do first in that master's grade, then in the PhD to be able to set yourself up in each of those different opportunities that you had to set yourself up for success? And what did you have to do to be able to maintain that success throughout each of those journeys toward the end point, the end of the degrees. Dr. Emma Davis [00:11:19]: Yeah. So the transition between degrees or perhaps some of that's happening while you're working on the degree as well. For me, I saw each degree as a stepping stone. And so maybe except for my original undergrad. No, I, I take that back. It's all stepping stones, right? You're working towards something. And at that time, I thought I was working towards being a journalist. And then I had some interviews and I was like, you know what? I'm not a 9 to 5 job kind of person. Dr. Emma Davis [00:11:48]: Like, I'm an artist. I'm an educator. I'm not sitting at a desk 9 to 5. Not that that's what journalists do all day. So I think what I'm trying to say is that I had a little bit of life experience in between each degree. I know there's some people that you just go back to back, you're done with your undergrad and, oh, now you're going to start your master's the next year. And then, oh, now you're doing your doctorate or your PhD. That might work for some fields, maybe more STEM fields or traditional career oriented fields going into nursing or something. Dr. Emma Davis [00:12:22]: But I don't know. I'm not in those fields, so I can't say totally. But I think that taking time just for a moment to sort of recover from, you know, to sort of close out one experience and then live life with that experience and let that evolve into the next thing that you're seeking and let your degree help you, that journey. Dr. Christopher Lewis [00:12:47]: You got that master's degree, you moved on to the PhD. Now you've been out for a little bit of time and you're still teaching. As you look back at the different steps that you took from undergrad to masters, to PhD, and you look at what you're doing today and the work that you're doing today, how do you feel that you're pulling from all of that different education to inform the work that you're doing as an instructor now? Dr. Emma Davis [00:13:13]: I suppose at this point, I see it all as a process of emergence. Each part contributes to the whole experience. It's almost like a tripod in a sense, my undergrad experience, my master's degree, my PhD experience, and wouldn't be where I am without each of those. There's a lot going on there, right? How do we bring dance, English, research, writing, analysis, culture all together? Honestly, it makes a lot of sense to me. I'm a practicing artist. I still perform. I perform with Detroit Dance Collective as a company member. I perform with Tunde Olani Ram as a backup dancer. Dr. Emma Davis [00:13:56]: And so honestly, it's about experience is really important, and it's taking each of those experiences into what you're doing. I noticed when I got to my PhD program, there's a lot of dancers and a lot of them have MFAs. And an MFA is more of a studio based degree. You're creating creative work in the studio. Your thesis is typically performance of some sort. And you do some research and there's a whole artistic process that you learn in an MFA program. But there wasn't a lot of writing and there wasn't a lot of reading. And I saw a lot of my peers and my cohort struggle with the reading and writing that time because it really trained me how to read and how to write and how to analyze things. Dr. Emma Davis [00:14:51]: And then I was really appreciative that I had my experience in the liberal studies program because I had such a foundation in the idea of culture. And I also was allowed to sort of explore a couple of things that interested me. And that's when I really discovered feminism, right, in grad school. And so that really informs a lot of my research as well. So where am I at today? My dissertation is about the experience of dance and how it builds community for social change. So I really think about how dance is a vehicle to bring people together and how that coming together is its own process of emergence and how those moving together intentionally towards a purpose can help us change our thinking, change our behavior, change the way that we move in the world as a society. So that's where it's led me. And those are now the ideas that I take forward into my teaching. Dr. Christopher Lewis [00:15:53]: Now, as... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32433037

From Nurse to Dean: Dr. Cynthia McCurren's Successful Graduate School Path 09/09/2024

From Nurse to Dean: Dr. Cynthia McCurren's Successful Graduate School Path Graduate education is often seen as a pivotal point in advancing one’s career and personal development. The journey, while arduous, offers substantial rewards and opportunities. In a recent episode of the Victors in Grad School podcast, Dr. shared her extensive experience in the field of nursing education, highlighting key elements that influence success in graduate school. Below, we distill some of her most valuable insights and advice for anyone considering or currently navigating the journey of graduate education. The Spark: Recognizing the Need for Advanced Education Dr. McCurren began her educational journey at the University of Missouri in Columbia, where she studied nursing. After working in the field for seven years, she realized that advancing her education was necessary for her career development and personal growth. She was motivated by a combination of intrinsic desire for knowledge and the practical need to meet the academic requirements for a faculty position in higher education. For many, the decision to pursue graduate education often stems from a similar dual motivation. Whether it’s the allure of expanding one’s knowledge base or the necessity to advance in a chosen profession, identifying the underlying reasons for this pursuit can provide a strong foundation and a clear sense of purpose. Balancing Life and Education: A Careful Juggle One of the prevalent themes in Dr. McCurren’s narrative is the challenge of balancing life responsibilities with academic pursuits. Being a married mother with young children, she had to consider factors such as geographic convenience, childcare, and financial stability when deciding where to continue her education. Dr. McCurren’s situation is not unique. Many graduate students face similar challenges. She advises a realistic approach: accept that life will never be without its complications and that there’s no perfect time to return to school. Instead, focus on making the conditions manageable. Key Tips: Seek Convenience: Opting for a geographically convenient school can alleviate commuting stress and time constraints. Plan Financially: Look for scholarships, grants, and part-time work opportunities to reduce financial burdens. Utilize Support Systems: Rely on family or social networks for childcare and other support to focus on academic responsibilities. Embracing Research and Intrinsic Motivation During her master's program, Dr. McCurren discovered an unexpected passion for research, which significantly shaped her career trajectory. The excitement of conducting original research and the desire to contribute new knowledge to the field of nursing propelled her forward, eventually leading her to pursue a PhD at the University of Kentucky. Intrinsic motivation is crucial for success in graduate school. Pursuing an advanced degree simply for external rewards, such as job security or increased salary, may not sustain long-term commitment and enthusiasm. Dr. McCurren emphasizes the importance of finding genuine interest and value in your field of study. Key Tips: Find Your Passion: Engage deeply with your subject to uncover areas that genuinely excite you. Commit to the Journey: Let intrinsic motivation drive you through challenging courses and research projects. Overcoming Academic Hurdles: Discipline and Dedication Transitioning from undergraduate to graduate study requires a high level of self-discipline and dedication. Dr. McCurren stressed treating studies with the seriousness of a job. Setting aside dedicated time each day for study and ensuring a disciplined approach can help maintain academic success. Moreover, understanding the value of every course, even those that seem tangential to your primary interests, can enrich your educational experience. For instance, Dr. McCurren highlighted the unexpected benefits of courses in philosophy and language proficiency during her PhD. Key Tips: Structured Schedule: Create and adhere to a consistent study schedule to manage time effectively. Open-Minded Learning: Approach every course with an open mind and a willingness to discover its value. Advice for Aspiring Graduate Students Dr. McCurren’s experience offers practical advice for those considering graduate education. Talking to colleagues, seeking career coaching, and consulting with both educational institutions and employers are pivotal steps for a well-informed decision. Early planning and not postponing the pursuit of higher education can mitigate challenges and set the stage for a fruitful academic journey. Key Tips: Early Preparation: Avoid waiting for the ‘perfect time’ to pursue further education. Consult Widely: Seek advice from a variety of sources to make informed decisions. The path to graduate education is fraught with challenges, but with the right mindset and preparation, it can lead to immense personal and professional growth. Dr. Cynthia McCurren’s journey underscores the importance of intrinsic motivation, disciplined study habits, and strategic planning. By embracing these principles, aspiring graduate students can navigate their educational journeys with clarity and purpose, ultimately achieving their academic and career goals. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. Every week, I love being on this journey with you. This opportunity for us to talk every week about the opportunity to go and continue your education, but to do it in the right way and to prepare yourself for the things ahead. And there are things that you can do. There are things you can do right now, even before you step foot in that classroom, before you even decide to apply, to start thinking about your ultimate success in going through this journey. And that's why this podcast exists. Dr. Christopher Lewis [00:00:50]: I bring you different people every week that have gone through different experiences that have led them to getting that graduate degree, to being successful in that graduate pathway for themselves. And they have done it and you can too. That's why every week we bring you those people so that you can hear them, learn from them and be able to go from there to be able to add some tools to your toolbox and be able to then prepare yourself even more for the application and for the journey itself. We've got another great guest with us today. Doctor Cynthia McKiernan is with us today. She is the Dean of the School of Nursing at the University of Michigan Flint. I'm really excited to have her here and for sharing her journey with you. Cynthia, thanks so much for being here today. Dr. Cynthia McCurren [00:01:37]: It's my delight. Look forward to sharing my experiences. Dr. Christopher Lewis [00:01:40]: Now I know that you started your journey University of Missouri in Columbia, and you ended up going there, you decided to study nursing, you ended up graduating from that program worked for a number of years. And at some point during that time, you were out in the workforce, you were working as a nurse, and there had to been some kind of inkling, something that made you decide that it was time, it was time to continue my your education. Talk to me about that moment, that spark, that thing that made you decide, I wanna go further. Dr. Cynthia McCurren [00:02:15]: Actually, I I have made this decision to go to graduate school twice in my life. So once to pursue my master's of science in nursing and then ultimately to pursue my PhD in nursing. But my first decision to do the master's degree came about 7 years after I had completed my baccalaureate degree, after I had had several years of clinical experience, had done some part time teaching in a baccalaureate program, the clinical education component. And I became very aware that if I wanted to continue with having an opportunity to serve as a faculty member in higher education, I was going to have to advance my degrees. So that was one reason. But the second reason was I was just highly motivated, had a lot of intrinsic motivation to want to advance my knowledge. I wanted to have a greater understanding of underlying mechanisms from a pathophysiological perspective, pharmacological, etcetera, behind the conditions in which I found myself working with as a nurse. And I also had great admiration for those nurses who I had the honor of working with who had that kind of knowledge. Dr. Cynthia McCurren [00:03:26]: And it was like, I wanna grow up and be like you sort of a phenomena. So I knew that by going back and advancing my education, I could attain that greater breadth of knowledge and also attain advanced clinical skills so that I could have different kinds of clinical positions within the care delivery system. So that was my real motivation. While I was pursuing my master's degree at the University of Missouri in Columbia, I finished the requirements to be what was a title called a clinical nurse specialist for adult nursing. But surprisingly, I became quite bitten, if you will, by the excitement of research. In my master's program, we have a lot of intensive focus on learning how to be a researcher. We had to do an independent original research project for our thesis. We had a fair amount of statistical requirements in that degree program, and I actually conducted an original study and published it. Dr. Cynthia McCurren [00:04:29]: So all that was very exciting for me. Ultimately, I did secure a position in a university that was a research one level university. By then, I had moved out of the state of Missouri and was living in Louisville, Kentucky, and I was working at the University of Louisville. And I knew that in order to keep a faculty position, number 1, I had to have a PhD. So part of it was just knowing if I wanted to continue in that kind of a faculty capacity, I would need my PhD. But I also worked with colleagues that I respected and I wanted to be like them. Again, I'm motivated by what my colleagues are able to do, and they were very experienced in executing their ability as a researcher in addition to being a faculty member. And I wanted to have parity with them. Dr. Cynthia McCurren [00:05:19]: I wanted to be able to contribute to new knowledge for nursing and understand how to do that in ways more advanced than what I'd gotten in my master's program. So that was my real drive to go back and get my PhD. Dr. Christopher Lewis [00:05:34]: So talk to me about I know that you like I said, you got your bachelor's degree and your master's degree at the same institution. It probably had some options and you could have chosen to go somewhere else and get a different experience. So let's first talk about the master's degree. And what made you decide to stay at the same institution versus going somewhere Dr. Cynthia McCurren [00:05:54]: else? Well, I think I'm not unlike many individuals, and I'll just say particularly women, probably. Because by this time, I was married. I did have a child. I had to think about the security of my husband's employment and where he worked, and I had to think about having resources available to me to for childcare. At so geographical convenience was part of why I chose to go back to the University of Missouri Columbia. And at the same time, I would never tell anyone, including I didn't tell myself that that's your only choice. So if it hadn't been known for its quality and its rigor, I wouldn't have gone there. So I I think I got all of it in one. Dr. Cynthia McCurren [00:06:44]: It was convenient geographically for me. It was about a 45 minute commute, so that was possible. And I lived in an area where I had some family members that could help me with child care as well as having child care established before I started back. And then, as I said, my husband could keep his employment, and we had secure income, and that was my choice for the University of Missouri Columbia. Dr. Christopher Lewis [00:07:08]: Now you ended up deciding, you said you got those experiences in research that kind of pushed you further, and you wanted to go further the talk to me about the decision there because you ended up going to the University of Kentucky. Again, there are other programs across the nation. You were going to this program was away from where you went for your bachelor's and master's. So what were you looking for in that PhD? And what made you decide to ultimately attend the University of Kentucky? Dr. Cynthia McCurren [00:07:45]: So one of the things that surprised me in my master's program, I didn't expect that my population of interest that I was doing my research on is I turned to geriatrics, and I didn't expect that going in. It just was an interest that developed. So when you are seeking your PhD, you're looking for a place where there are individuals who have like expertise within the graduate program so that they'll be good mentors and can help you with that. So I was fortunate in that once again, by the time I was seeking my PhD, which was about 5 years after I'd completed my master's, by then I had a second child. So and I was living in a state of where I had no family in Kentucky. As I said, we had moved to Louisville, and I needed to think about geographic convenience as well. Once again, my husband had a new position in Kentucky, and he traveled Monday through Friday. So I basically was like a single parent during the week. Dr. Cynthia McCurren [00:08:41]: So I needed to think about managing how I would go back and do this given my personal circumstances as well. So, actually, when I I mentioned that with the master's degree, you wanna ensure that you go to a program that's got quality and rigor and so forth, and there was not a PhD program in the state of Kentucky until the program opened at the University of Kentucky Kentucky in Lexington, And I was actually in the 1st cohort of nursing students. So I might've had some trepidation about that because it didn't have a reputation, if you will, as a program for getting a nursing PhD. However, the university itself and the graduate program has a very strong reputation. And of course, all PhD programs fall under the graduate school. And so there's lots of obligation to meet the expected criteria. So I had confidence because of that. And then there were individuals that did gerontological research. Dr. Cynthia McCurren [00:09:39]: And so that was another plus for me. I had, a colleague that lived in Louisville that also was going to be in this cohort so we could share transportation. Cost was a big problem for me at that time. So being able to share the cost of commuting, which was about an hour in this case, and also in state tuition was important for me at that point. So I really was grateful when a PhD program opened in the state that I could attend, and that was that was, a lot of it. And I was able to continue some part time employment with the University of Louisville because they certainly encouraged me to go back and get the doctoral degree. I was able to figure out my parenting responsibilities and have childcare and then have someone to commute with. Dr. Christopher Lewis [00:10:25]: Now for each of these opportunities, these experiences that you had in graduate education, you had to make transitions. And the way that you are taught as a undergraduate student is different than the way you're taught as a master's student, is different than what you're taught as a PhD student. There's transitions amongst all of those, and you have to be able to set yourself up to be able to find success. So and you were able to find success, you've gone through those different programs. What did you have to do to be able to set yourself up for success as you entered into these different programs and different experiences and different institutions? And what did you have to do to maintain that success throughout your graduate school experience? Dr. Cynthia McCurren [00:11:07]: I think the biggest focus I needed to have was self discipline. And I had to think about going to school like a job, if you will, in that if you have a job, you have to clock in at 8 o'clock, and you clock out at 5 o'clock, whatever or whatever your situation is. So I had to think about reserving time every day as if my studying and my success and my academic endeavor was like my job. And that was very it was it it's tempting if someone's not there. You don't have a task that you have to finish for your employer or whatever. It's it's tempting to be distracted, but you can't be. You have to really put your effort for it. The other thing is that sometimes we have to take courses that would they just don't appeal to us, And we're just not interested in them. Dr. Cynthia McCurren [00:11:54]: And it's very hard to focus or discipline yourself to want to study that. So I tried very hard to make sure that I really appreciated every course I was taking and strove to understand why it was valuable. So I always say, take your blinders off, you know, but keep your mind open to why you're taking a particular course. I'll just give you an example. One of the courses that you were required to take in your PhD program was a philosophy course. And I just could not get into that esoteric kind of a realm and and had a hard time figuring out how it was gonna help me in what I was pursuing trying to do. So I just I would share in dialogue with my colleagues and my cohort, and we really tried to learn to find the value of why we had to take that particular course. Another course that I had to take in my PhD program was I had to show proficiency in reading another language. Dr. Cynthia McCurren [00:12:44]: And I thought, why am I doing this? You know, it felt like a checkbox. But at the end of the day, there was value in that too. And I had to, again, just discipline myself to appreciate why I was being asked to do what I was asked to do. And then as I said, disciplining my time. The other thing was controlling how much time I worked, my actual employment. And I knew I couldn't continue to work 40 hours a week and also be successful in graduate school. So in my master's and my doctoral program, both, I worked very part time. I was very lucky that I was able to apply for both of my degrees. Dr. Cynthia McCurren [00:13:22]: I was able to get a federal nurse scholarship, and it completely it was a traineeship, and it paid for all my tuition. I never paid a dime for either one of my graduate degrees in terms of tuition. And even in my master's program, I got $250 a month, I remember as a stipend as well. So I was very, very fortunate for that. But any way that you can seek scholarships or opportunities to help offset the cost of tuition, that takes a great burden off of you in terms of your worry or your ultimate debt, and also how many hours you have to work. Dr. Christopher Lewis [00:13:56]: Now I know throughout your career, you've had a lot of opportunities to be able to work your way up in regards to leading different nursing endeavors at different institutions. You've been an interim dean. You've been deans at other institutions. You've even been the president of the Michigan Association of the College of Nursing. You've gotten very involved at the national level with the Association For Nursing as well. You've been very involved in the profession itself, and you've worked with many students along the way at different levels. You've engaged with different students at different levels and probably seen students come in and struggle and have their own challenges. As you're working with students, as you're working with the faculty that you work with now and they're working... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32431572

From Convenience Stores to Courtrooms: How Elias Fanous Conquered Law School 09/02/2024

From Convenience Stores to Courtrooms: How Elias Fanous Conquered Law School Welcome to Victors in Grad School, where we delve into the intricate journeys of students, alumni, and experts navigating the rigorous paths of graduate education. Each episode captures the essence of what it means to strive for and achieve success in grad school. This week, we were thrilled to have , an attorney based in Flint, join us to share his unique journey from undergraduate studies to a flourishing legal career. Finding That Initial Spark During his time at the University of Michigan Flint, Elias always had law school at the back of his mind. Nonetheless, like many students, he found himself meandering through core classes, uncertain of the next steps. His journey took a pivotal turn when he encountered Dr. Albert Price in a Constitutional Law prep course. This class not only rekindled his interest in law but also clarified his career aspirations. Thanks to the unwavering support from Dr. Price and other faculty members like Dr. Joseph Rami and Derwin Monroe, Elias started contemplating graduate school more seriously. Navigating Post-Undergraduate Uncertainty Post-graduation, Elias opted to work in his family’s convenience store business. However, the desire to pursue law reemerged. The tipping point came one late night during a grueling third shift. Tired and seeking more significant opportunities, Elias decided to apply to Cooley Law School. The decision wasn’t immediate or easy due to concerns about potential debt and lifestyle changes. Nevertheless, seeing his cousin Alexandra’s success as a Cooley graduate validated his choice. The Grad School Transition The Initial Hurdles Transitioning into law school wasn’t a walk in the park. Elias soon realized that his undergraduate study techniques wouldn’t suffice. The rigorous coursework and Socratic teaching method at Cooley demanded a change in his approach towards studying. It was a humbling experience, especially when he found himself unprepared for impromptu questions in class. Developing Effective Study Strategies Elias began to tweak his learning style each semester, taking advantage of tutorials, class outlines, and connecting with upper-level students. The continuous adjustments and improved study techniques eventually culminated in consistently better grades. "If I would have studied like this during undergrad, my GPA would have been much higher," he reflects. Finding Leadership and Balance Embracing Leadership Roles In addition to academics, Elias immersed himself in the student community. He started as a senator in the Student Bar Association, gradually moving up to become the Student Body President for the Lansing campus. Engaging with diverse student leaders and faculty helped him develop problem-solving skills and a solid professional network. The Impact on Career While leading various campus initiatives, Elias honed his ability to balance responsibilities, a skill that proved crucial in his legal career. The relationships built during these times opened doors in his professional life, including landing his first office space through connections made via Dean Don LaDuke. These experiences taught Elias to handle practical aspects of law efficiently, preparing him for the demands of a legal career. The Real-World Application of Education Professional Success and Community Impact Today, Elias is entrenched in the legal community as a public defender and a burgeoning leader within the County Bar Association. He credits his law school experiences, especially the leadership roles, for equipping him with necessary tools to build a thriving practice. More importantly, Elias has carried forward the ethos of helping others, a lesson he learned from mentors in Genesee County. Overcoming Personal Trials Elias’s career is also marked by personal resilience. The support from his professional community was instrumental when he faced tragic personal loss during the early years of the COVID-19 pandemic. This collective camaraderie reaffirmed the importance of building strong, supportive networks. Advice for Future Grad Students Research and Goals Elias emphasizes the importance of researching potential graduate schools thoroughly. Prospective students should look into the faculty's accomplishments, the school's reputation, and how well it aligns with their career goals. He advises making a comprehensive goal list to ascertain if a particular program meets their ambitions. Cultivating Relationships Building relationships with faculty and peers can make a significant difference. As Elias’s story illustrates, these connections can offer invaluable support and professional opportunities. Elias Fanous’s journey underscores the multifaceted experience of graduate school. It’s about embracing change, cultivating relationships, and balancing various responsibilities. His story is a testament to the transformative power of education and community support, offering inspiration for current and future grad students aiming to carve out their paths in the professional world. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. You know, every week, I love being able to talk to you about the journey that you're on. And I call it a journey because it is a journey. You may be at the very beginning just starting to think about, hey, do I wanna do this graduate school thing? You might be a little bit further along. You might have that application in your hands and sweating it a little bit, trying to figure out, am I gonna actually submit it? Or maybe you did submit it, and you're waiting on an answer. And you're trying to figure out, okay. Dr. Christopher Lewis [00:00:44]: What do I have to do next? What do I have to do to prepare myself for this? What do I have to do once I'm in graduate school? And this podcast is here for you because every week, I love being able to talk to you, to work with you, to help you, to be able to identify things that you can do to find success in the upcoming graduate school journey that you're going to be on. And that's why every week I bring you different guests, different people that have had different experiences, that have gone through that graduate school experience and have been successful in that experience. And in the end, they've gotten their degree. They're out in they're out and being successful in that in that career that they wanted to get into, And they're here to help you, to give you some tools for that toolbox and help you to be able to know what you can do now to prepare yourself well. This week, we got another great guest with us. Elias Fanous is with us today. And Elias is a attorney in the Flint area working in a number of different areas. We'll talk a little bit about some of the work that he's done. Dr. Christopher Lewis [00:01:48]: He ended up getting his bachelor's degree from the University of Michigan Flint and then went on to get his law degree at Cooley Law School. Really excited to have him here to talk about his experience and to share that experience with you. Elias, thanks so much for being here today. Elias Fanous [00:02:03]: Oh, thanks for having me. It's been I know we've been trying to do this for quite some time, so finally glad to be able to sit down and talk to you about my journey. Well, the Dr. Christopher Lewis [00:02:10]: first thing that I always love to do is turn the clock back in time. And I know you did your undergraduate work at the University of Michigan, Flint. And at some point in that journey, you made a decision. You made a decision that you wanted to go on from your undergraduate degree and go to law school. Talk to me about that. And what made you decide that you wanted to go to graduate school? Elias Fanous [00:02:29]: I always had in the back of my mind law school. It was always something I wanted to do or thought I wanted to do. But when I got to U of M, Flint, I guess I was kinda like every student. You're not really sure what you're doing. You're taking your core classes and trying to figure out, okay, what's the next step for me? I was very fortunate. I knew I was gonna be a political science major, and I had probably, in my opinion, the best adviser that someone could have, especially at that time, and that was doctor Albert Price. And I believe he's retired now, but I must've had probably 4 or 5 classes with him. But in his Con Law prep course or however you wanna call it, that's when it really started clicking. Elias Fanous [00:03:06]: You know, we're going through these monumental supreme court cases from the very beginning up until actually, we also talked because at that time, we had the 2,000 president election, the Chad Gate, if you will, Al Gore and president Bush. And we also saw a flip in the leadership of the Supreme Court with Justice Roberts being named as chief, calling the death of justice Rehnquist. But I think I would say it was in that class that really kinda reignited the fire. Let's go to law school. That's the goal. And in talking with Doctor. Price, and also had other faculty members that I talked to, doctor Joseph Rami in the history department, and then Derwin Monroe in the political science department as well, really kinda helped drive that next step. It didn't happen right away, but they definitely helped me get to that point. Dr. Christopher Lewis [00:03:53]: As you said, it didn't happen right away. So you graduated from your undergraduate experience and you at some point, few years out, you make a decision. You make a decision, it's time. It's time to take that LSAT. It's time to go further, and it's time to start looking at law schools. And you end up attending Cooley Law School. So talk to me about that process for yourself. How did you end up finally deciding this is the time? But 2, how did you decide out of all of the law schools across the nation that you wanted to attend Cooley Law School? Elias Fanous [00:04:26]: Sure. So, you know, I took the LSAT. I think it was the fall of my senior year at U of M Flint or my last semester or or whatnot, and and got my score back. It wasn't the best score in the world, but it wasn't the worst score in the world. I graduated, and I went immediately into work with my family. We had convenience stores. In fact, my dad still runs a convenience store. And I did that for a couple of years, and I kept going back in my head as do I wanna take on the debt? Because fortunate for me, when I was at U of M Flint, it wasn't as expensive as it is now. Elias Fanous [00:04:55]: So I was able to pay my way through school in the early 2000. And so the big the big hurdle for me was, a, do I want that debt? Do I want that life? So I was going back and forth. I was working, and I think it was just somebody had called in sick, and I ended up having to work 3rd shift that night. So I'd already worked from 3 to 11, and I had to work from 11 to 7. And I said, you know what? This is enough is enough. It was in November. So went online and put in an application to Cooley, and I chose Cooley. That was the school I wanted to go to. Elias Fanous [00:05:27]: A, I didn't have the best grades in the whole wide world when I was at U of M Flint, and that was just because I really didn't apply myself. And I'll tell you why I feel that way later. But my cousin, Alexandra, had gone to Cooley, and she had graduated and was already being successful. So I was like, woah, wait a minute. And at that time, Cooley was known as a school that makes you a lawyer, not teaches you the law, but prepares you to to actually practice law. So I applied and it was it was like December 26 or 27. It was right after Christmas. I got an email saying I had been accepted, and I could start in January 2009. Elias Fanous [00:06:04]: So it took me about 4 days to find an apartment and start the financial paperwork. But, yeah, Cooley was where I wanted to go because I had family that had gone there, and I saw the product that Cooley was putting out at that time. And to me, that was really important because I wanted to learn to be a lawyer, not just learn the law. Dr. Christopher Lewis [00:06:20]: Now I know you said that in your undergrad, you weren't happy with how you did as a student and how much you put into your education to be able to get out what you got out of it. And as you make that transition into any graduate program, it is a transition because you're taught in one way as an undergraduate student. And especially when you leave an undergraduate degree, you go out for a couple of years. You and then you have to get your mind back into school and figure out what not only it means to get back into school, but also what it means to start in a completely different way of learning. So talk to me about that transition for yourself because you were able to make that transition into law school. What did you have to do to set yourself up for success in that transition? And what did you have to do to maintain that success as you went through all of the 3 years in law school? Elias Fanous [00:07:19]: So in undergrad, I just you would show up to class, listen to somebody lecture, you'd take some notes, and then you hope for the best if you will. That's kinda how I approached undergrad. I was very active at U of M Flint, especially with the Greek community. I was president of my fraternity at U of at the University of Michigan Flint twice, actually, and so I didn't focus as much on my studies. I did enough to get by. I got good grades. It just wasn't to where my standard should have been. And it was more of I don't wanna say I wasn't pushed to get to where I needed to be, but I didn't have the enthusiasm, I guess, is the way to kinda put it where okay. Elias Fanous [00:07:53]: I went to class. I took notes and lectures, and I was already thinking, what am I gonna do tonight? What am I what's going on? When I got to law school, Cooley immediately kinda became readily available that or readily kinda knowledgeable that you gotta do something different. You can't just go and take notes and expect to to succeed. I had a intro to law class that, at the time, had everyone take, and it was a great wake up call because you try and study the way you used to study, and it just it wasn't enough. And then we had a Socratic method in law school where you get assigned these readings, you gotta do them, and then you just kinda sometimes kinda duck behind your laptop and pray the teacher doesn't pick on you to to recite a case. And, I mean, right away, I I was called on in my contract scores. 1st year, professor Otto Stockmeyer, who's like a contracts guru, and it was humbling. You think you know it, and then you don't really know it, and you don't really get what they're trying to give you out of the case law. Elias Fanous [00:08:45]: And then it kinda shifted my focus. Alright. Let's really prepare. Let's really understand what the material is. And if you don't understand something, go get assistance. And then at that time, the student bar association at Cooley, which I was ultimately involved in, since how you and I had met, had these class outlines that you could buy, and there was tutorials and tutors. So I took advantage of that, those sort of things. And then I wanted to be a part of different organizations at Cooley and wanted to be a leader. Elias Fanous [00:09:12]: I was a leader in undergrad with my fraternity in the Greek life, but I wasn't really a leader in the student body, if that makes sense. And I wanted to be that. And I knew that if I was gonna be successful in law school and do that, I had to make sure I maintained my grades and and got good grades. And I made a deal with my cousin, Alex, who, like I told you before, she had graduated earlier. He said, you can't do any of that stuff if you don't get good grades. So that 1st semester, the 1st term at law school, I kinda hunkered down, made sure I I was able to pull passing grades because you hear all the horror stories. You spend all this money in your 1st term, term at law school and 35% of the classes vanished after week 6 of the 2nd term when the grades finally get posted. So once I got decent grades that first term, I was able to kinda use what I had learned that 1st semester and then tweak my learning style to get better. Elias Fanous [00:10:04]: And every semester, I would take what I learned and the good and the bad and the ugly because there are ugly times too and tweak it. And ultimately, my grades started going up higher than they've ever been before. And I thought to myself, I would have studied like this at undergrad. I would have had a much better GPA and probably would have gone maybe to a different school, but everything happens for a reason and Cooley truly prepared me. I know there's a lot of negative stuff nowadays about the law school. But when I was there, and I'll call it the heyday of Cooley because that's what it was. Let's be honest. It was a great place to learn and a great place to prepare yourself to be a lawyer. Elias Fanous [00:10:39]: And as I kept applying those different strategies throughout every semester, it just got better and better. And then I found out that as I am embracing the different leadership roles, not only through the Student Bar Association, but through different various organizations on campus, My grades kept getting better because I made more connections. And if I didn't understand a specific theory of law, I can go talk to somebody in one of those other organizations or another professor to really help kinda hone that that knowledge in and then it worked amazingly. Dr. Christopher Lewis [00:11:07]: Now you talked about the fact that you did get involved in your law school experience. You found ways to find that niche for yourself, but also found ways to be able to become a leader for the entire campus, becoming the student body president for the Lansing campus of Cooley Law School. So talk to me about that experience because not every student will decide to get involved outside of that academic experience. What did that do for you? And what do you say to others that are thinking about graduate school in regard to doing that balance of school versus the out of class experiences? Elias Fanous [00:11:43]: I look back at my time in the Student Bar Association, not just as a class senator because I was I started off as a senator. And the nice thing about that was I got to meet other students that were further ahead than I was in law school and from different parts of the country and different viewpoints. And I still keep in touch with a great deal of them today, and that really kinda opened my eyes. Someone has this different mindset, and you can kinda talk to them and see what's going on. But it was a camaraderie. We're all sitting there in law school. We're all stressing our futures. We're stressing finals. Elias Fanous [00:12:14]: We're stressing, you know, at the time, you know, someone's in research and writing or in the moot court program or on a national trial team, which I am ultimately doing as well, you've kinda said bond, forged, and fire, if that makes sense. And being part of that really kinda drove me to, okay, I wanna run for student body president. And being at that campus in Lansing, I guess, talk specifically about Lansing because I don't really know the lifestyle that it was in Auburn Hills or Grand Rapids at that time. But you'd walk into the Cooley Center, and everyone was just kinda hanging out down there. It was always full, and people would say, hey, how you doing? And you could just jump into a different study group wherever you went, and people had this... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32431387

The Impact of Graduate Degrees on Professional Growth with Robb King 08/26/2024

The Impact of Graduate Degrees on Professional Growth with Robb King Welcome to the Victors in Grad School podcast, where we explore the graduate school journeys of people and what they had to do to find success in this journey. Today, we welcome , a seasoned professional in public relations, who shares his insights on the importance of ongoing education and the significant transitions that come with it. The Spark for Continued Education Robb King’s professional narrative began with an undergraduate degree in communications from the University of Michigan, Flint. After diving into the workforce as a sports reporter and later making significant contributions in public relations, King reached a pivotal moment—realizing the need for higher education to fulfill his career aspirations. Reflecting on his journey, King states, "_I always knew that I wanted to continue and do more with my education... [enabling me] to make that same kind of difference for even just one student during my tenure at any of those campuses was important for me kind of as a way to give back._" King's story illustrates the significant factors influencing his decision to pursue a graduate degree. Despite successful professional stints, the desire to impact others in higher education reignited his academic pursuits. Navigating the Transition Back to Education Transitioning back to education after a significant hiatus posed unique challenges for King. Nearly 20 years had passed since he completed his undergraduate studies. " Being out of that student mindset for so long and being out of that pattern where you have to set aside time to read your texts and to do your assignments and to write your papers... it was still about getting into that read study mindset and getting back to dedicating yourself and setting aside the time to do the assignments and to learn and to grow” King recollects. The essence of becoming a student again, juxtaposed with years as a professional, required King to draw upon his skills in research and storytelling to make the transition smoother. He emphasized the value of maintaining a student mentality, essential for adapting to and excelling in a rigorous academic environment. Choosing Public Relations and Kent State King’s decision to pursue a master’s degree in public relations was driven by his intrinsic passion for storytelling and his extensive experience in the field. Rather than venturing into other areas such as marketing or an MBA, King chose to deepen his expertise in public relations. "At the heart of what I have done everywhere I've been has been to be a storyteller... That's why I wanted to continue my concentration in public relations because it's about connecting people and connecting their stories and sharing their stories and bringing people together,” King explains. Choosing Kent State was strategic—leveraging a tuition waiver offered by his employer made financial sense, enabling him to focus on his education without the burden of significant student debt. Applying Graduate Education to Professional Life King’s narrative underscores how graduate education fortified his professional trajectory. The advanced degree provided him the credibility and toolkit necessary to assume higher leadership roles. It also served as a refresher that validated his past decisions and corrected any previous missteps. "In doing my time in grad school really solidified for me that I had made the right career choice... It was a neat thing to relate my personal experiences to my reading assignments and go, ‘Okay, I was doing the right thing all along,’” King remarks. His education facilitated smooth transitions into senior roles, including as the Chief Communication Officer at Slippery Rock University and later as the Director of Marketing and Communications at the University of Michigan, Flint. Tips for Aspiring Graduate Students King offers sage advice for individuals contemplating the pursuit of graduate education: Commit Fully:** "If you believe that that is the right thing for you and for your career, then you just have to jump in with both feet and go after it." Embrace Resilience:** "Expect to stumble and make mistakes, but remember that these are learning opportunities." Prioritize Wisely: "It’s essential to set aside time for study, even if it means sacrificing certain social engagements for long-term gains." Robb King’s journey exemplifies the power of continuous learning and its capacity to transform one's career and personal growth. By fully embracing the student mentality and leveraging educational opportunities, King charted a path of professional excellence and meaningful impact. For those contemplating a similar journey, King's experience offers a beacon of insight and inspiration, affirming that the path to higher education, though challenging, is unequivocally rewarding. If you’re considering advancing your education, the University of Michigan Flint offers diverse graduate programs catered to both in-person and online learners. For more information, visit . Embark on your own journey to educational and professional excellence today. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. This week, as always, I love being able to talk with you about this journey that you're on. I say that every week, but it's so true. It is a journey. And some of you may be just thinking about you may be just thinking, starting to think about this idea of going and continuing your education. You might have been in the workforce for some time and now saying, You know what? I think I need to do something to be able to push me in a little bit different direction, to get some different experiences. Dr. Christopher Lewis [00:00:52]: You might be saying to yourself, you know what? If I do this, I'm going to be able to get that job that I always wanted. I'm going to be able to meet that goal that I've set for myself. You might be in graduate school right now or looking at the light at the end of the tunnel, no matter where you are, this podcast was set up to help you find success in that journey. And that's why every week I love being able to talk with you, to work with you, to introduce you to different people that have had different experiences that have gone on to get that graduate degree and can give you some of their experiences, positive, negative, in between, that can help you to be able to add some tools to your toolbox that you can take with you as you go on this journey yourself. That's why every week we do bring you different guests, different people that can share some of those things with you. And today we've got another great guest with us. Rob King is with us. And Rob did his undergraduate work at the University of Michigan Flint, and then went out into the workforce, worked for a number of years, and then continued on and got that graduate degree at Kent State University. Dr. Christopher Lewis [00:02:01]: And we're going to be talking about that journey that he went on and learning from his experience. Rob, thanks so much for being here today. Robb King [00:02:09]: Thanks for having me, Chris. Dr. Christopher Lewis [00:02:10]: It is my pleasure. Really excited to be able to talk to you today. And what I love doing 1st and foremost is I wanna turn the clock back in time. I know you did your undergraduate work at the University of Michigan Flint, and then you got that bachelor's degree in communications. And from there you went off and got some experience. You jumped out into the workforce. And after a period of time, something went through your head. There was some inkling that made you just say to yourself, you know what? I think it's time. It's time to continue my education and move into a graduate degree. Talk to me about that thought process and what made you decide that you wanted to get a graduate degree? Robb King [00:02:47]: For a long time after I got my bachelor's degree many years ago, 1990. Like you said, I did jump right into the workforce. Right out of college, I worked as a sports reporter at The Flint Journal, which continued my endeavors into writing, which I had done on campus as a reporter for the Michigan Times, spent all 4 years that I was on campus at the student paper. But it was always in the back of my head very early on that I wanted to do more with my education, and I think that was a combination of both, in addition to the paper, I had an on campus job. I liked the idea of being in higher ed. I knew that at some point, that's where I wanted to be as far as joining ultimately being in the workforce because there had been so many people on campus, whether it was the legendary, that's how I like to refer to him, Charles Apple, who was the head of the comms department during my time there and was also my advisor, whether it was him or Mary Jo Sokolsky, there were so many people that affected my life and my education in those 4 years that I was on the Flint campus that really pushed me to be the best version of myself that I was able to be at that time, that I knew that getting back into higher education is ultimately what I wanted to do because I thought, if all those people had such an effect on my life and made such a difference for me and were able to push me where I needed to go to do what I'm able to do, if I could come back regardless of whether it was working here at my alma mater or wherever at Kent State or, as you know, I spent 7 years at Slippery Rock University to be able to make that same kind of difference for even just one student during my ten year at any of those campuses was important for me kind of as a way to give back. So I always knew that I wanted to continue and do more with my education. But at the same time, when you get out with your bachelor's degree, you're 22 years old and you want to make money and you want to strike out on your own, and then life starts happening and things get in the way. Robb King [00:04:46]: Over the course of time, you end up being a partner and being a father and I had a wife, I had 2 girls. Those responsibilities, work responsibilities, it just got put on the back burner. Then when eventually I did get into higher ed doing marketing and communications for one of Kent State's regional campuses, been there about a year, and that's really when I thought about, okay, I'm in a place now where my kids were older, things were kind of settled, had a good routine, and quite frankly, the opportunity to be able to take advantage of educational credits with tuition assistance from my employer made it even more palatable and kind of a no brainer not to do it. So I did decide to pursue my master's degree in public relations, which had been my field for the bulk of my professional career, so it just made sense to continue down that path. And the funny thing is is then when I got to the end of that road, which was 2 years of constant study, I get to the end of the road and the head of the program comes back to me the week after we conclude. He's like, okay. When did you start your doctorate? And I was like, nope. I'm good. Robb King [00:05:53]: I'm good. Have my master's degree. I'm fine. We'll go from there and see where that takes me. Dr. Christopher Lewis [00:05:58]: It is definitely a continuum, and you are going to, as you go through that process, I mean, you have to figure out for yourself which direction you wanna go. You kind of talked about the fact that you were out before you came back, there is going to be a transition, a transition that you're going to go through to be able to be able to be successful in the program. So talk to me about what you had to do to be able to make that transition back into education and what you had to do to be able to not only set yourself up for success, but what you had to do to be able to maintain that success throughout graduate school? Robb King [00:06:46]: From graduating with my bachelor's until I started the master's program was roughly like a 20 year gap. So being out of that student mindset for so long and being out of that pattern where you have to set aside time to read your texts and to do your assignments and to write your papers. It was easy to get back into that rhythm to a degree because working in public relations, you're usually researching for stories and then you're writing your texts. So, doing that part was easy, but it was still about getting into that that read study mindset and getting back to dedicating yourself and setting aside the time to do the assignments and to learn and to grow. It's really about becoming a student again. You learn different things as a professional day to day to help you do your jobs better, but I think learning as a student versus learning as a professional are 2 entirely different things and 2 different mindsets related, but different. So, it was about even though everything was online, I'll use the term getting back into that classroom mentality. And you know what? 20 years later, it was the same thing. Robb King [00:08:00]: I would look at the syllabus and go, how many chapters do I have to read this week? So, a lot of that stuff still hangs around. But I think with anything, it's keeping your eye on the prize and what you wanna do. I think that my my undergrad degree had taken me as far as it could. I mean, I had a wealth and decades of experience behind me, which helped me advance even without an advanced degree, but I knew that if I wanted to lead a group of people in higher ed and take the reins of a marketing and communications department and be the one to foster the change and lead the charge, so to speak, that I was going to need that because job descriptions were constantly having bachelor's degree required, but master's preferred. Well, to me, master's preferred means if you don't have it, we're probably not going to consider you as strongly as we do somebody that does. So I knew that to take that next step and to be an executive director or a chief officer in the communications and marketing department, I was going to take need to take that next step for myself dedication and wherewithal to make that commitment to not only myself and my education but to whatever institution that I was working for. Dr. Christopher Lewis [00:09:21]: Now I know I said that you were working in public relations. Your master's is in public relations. Now you could have studied in a lot of different areas and there's a lot of different sub components to a communication degree. You chose to continue on in public relations type of work. Talk to me about that decision and the thought process behind whether you would stay like you did in selecting public relations as the field of study versus probably could have done something else. You could have got an MBA. You could have got another kind of type of communication degree. So talk to me about the choice of a public relations degree and what was going through your head and why you chose to stay in that area, and then why you chose Kent State as the ultimate place to stay versus other institutions where you could have gotten other types of programs or other opportunities? Robb King [00:10:14]: Well, for me, before getting into higher ed, public relations was always at the center of it. When I was at Flint, like I said earlier, I spent 4 years on staff at the Michigan Times going from a student writer to an associate editor to the editor of the paper. But while I was doing that, I was also working in the student, what back then was the student entertainment office working on events. I did a internship with the then Flint Spirits, which was the old International Hockey League team in town, and did 2 semesters for credit and ended up spending another 3 seasons with the team as an unpaid intern working in PR and marketing. And at the minor league level, your staffs are always small, so you do wear a lot of hats. So it's not just writing press releases. It's writing press releases. It's making arrangements for public appearances. Robb King [00:11:02]: It's putting together ad copy for the radio and for TV. So you get all that exposure. So there are, as you noted, different areas where you could when you wanna continue your education that you can choose to focus on. I chose to stay, and I could have done MBA or I could have done a marketing concentration. Concentration. But the reason that I chose to stay in in public relations is because at the heart of what I have done everywhere I've been has been to be a storyteller. And that goes back to being a writer for my high high and that goes back to being a writer for my high school paper in Swartz Creek as I've always enjoyed sharing other people's stories with the masses. And even, I spent 16 seasons in minor league sports, But even when you're in that field, you're sharing stories through press releases and through magazine stories or connecting your beat writer with your with your captain who had a 7 point night in a hockey game and has hit a milestone. There's always that storyteller center was always there for me. So that's why I wanted to continue my concentration in public relations because it's about connecting people and connecting their stories and sharing their stories and bringing people together. So that's that's really why I chose to concentrate on that versus veering off into marketing or an MBA or something of that nature, which isn't to say anything against those concentrations. But that's all areas that I worked in along the way and felt good enough about those, which isn't say I didn't feel good enough about my PR stuff. I did. Robb King [00:12:35]: That was just the area that I gravitated towards because I am a storyteller. And the reason I chose Kent, if I'm just being honest, it's because they were my employer and I had a tuition waiver. So, that made it a lot more palatable financially to be able to continue because the only thing that I had to pay for every semester was I had like a $7.49 legal fee charge that every grad student had to pay. So you know what? For $7.49 a semester, I'll earn that master's degree. Dr. Christopher Lewis [00:13:09]: Definitely. There's no issue there. So I guess one of the things that I guess that I am interested in is that you took that degree and you did take advantage of being able to move on, move up, and move out from Kent State after finishing that degree a little bit after that. And as you said, you moved to slippery rock to be their chief communication officer, ultimately, and then now being the director of marketing and communications at the University of Michigan Flint. As you think back to the education that you got in your bachelor's degree, your master's degree, talk to me about how you feel that that graduate education prepared you for those next steps and beyond that you're doing now, and how do you see yourself using that education on a daily basis? Robb King [00:14:02]: In pursuing the master's degree, it really, for me, having all those years in the field prior, reading the texts and doing the assignments was kinda like a great refresher course for me during that time because as I was reading case studies or white papers, I'm reading this material, and I'm relating it to things that have happened to me during the 20 years prior and instances or situations that I've encountered, and and I'm drawing parallels, and it's reinforcing in me decisions that I made that were correct or decisions that I made that were not the best choice at the time, but was able to use them as learning opportunities. So I felt that in doing my time in grad school really... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32431212

Public Health and the Path to Graduate School Success with Brenna Dressler 08/19/2024

Public Health and the Path to Graduate School Success with Brenna Dressler Transitioning from undergraduate to graduate school is a significant decision that involves careful planning, research, and a readiness to meet new challenges. On the latest episode of the “Dads with Daughters” podcast, Dr. Christopher Lewis hosts , a graduate of Saginaw Valley State University and the , who shares her experiences and wisdom on navigating this important transition. Let's dive into the valuable insights and strategies discussed during the episode. Understanding the Decision to Pursue Graduate School: Initial Interests and Realizations Brenna initially planned to enter the field of occupational therapy but found that the rigorous anatomy and physiology courses were not her forte. This realization prompted her to explore other avenues, and she discovered public health through her mentor professor, Dr. Megan Ruth. Intrigued by the possibilities of helping people in a broader context, Brenna shifted her focus to public health, laying the groundwork for her future educational and career choices. "I always knew that I wanted to help people in some capacity... I went back home and I did some research on it... It still gave me the opportunity to help individuals, and, yeah, it just seemed like a great fit for me." - Brenna Dressler Researching and Choosing the Right Graduate Program: Criteria and Decision-Making Process Selecting the right graduate program can be daunting, but Brenna’s systematic approach made it manageable. She emphasized the importance of creating an organized list of criteria that mattered most, such as cost, location, and scholarship opportunities. Brenna's research led her to attend an informational session at the University of Michigan Flint, where she felt a positive connection with the faculty and the campus environment. "I created an Excel document and I inputted different items that I was kind of looking for in a program. Cost was a big thing for me... I was looking for scholarship opportunities... I just really liked the environment." - Brenna Dressler Specialization and Fit Brenna also underscored the importance of aligning the program with her specific interests within public health. For example, she considered a specialized program in maternal and child health before ultimately deciding on Michigan Flint's more general public health program accommodating her broader interests. "It helps to know kind of an area that you want to work in because there are degree programs out there that are more specialized." - Brenna Dressler Setting Up for Success in Graduate School: Initial Steps and Organization Once deciding on the University of Michigan Flint, Brenna's next step was to meet with her advisor, Dr. Solly, to map out her course of study for the next few years. This early planning and staying organized with schedules and supplies set a solid foundation for her academic journey. "My first thing was reaching out to my adviser and meeting with them and really just figuring out what the next 2, 3 years in the program was gonna look like... Organization wise, obviously, getting binders and making sure I have all the supplies and things like that to really set me up for success." - Brenna Dressler Balancing Involvement and Academics Brenna's experience highlighted the importance of balancing academic responsibilities with extracurricular involvement. She actively participated in student organizations, study abroad programs, and built a strong support network, all while maintaining discipline in her studies. "I went to Africa. So I got involved in a lot... It helps to... have a support system in place to lift you up when things get hard or to study with or to just to vent to if you're having a bad day." - Brenna Dressler Applying Graduate Skills in the Professional World: Career Progression and Application of Skills Brenna's graduate education significantly influenced her career trajectory. Her involvement in research during both undergraduate and graduate studies equipped her with the skills necessary for her role as a clinical research technician and later as a project specialist. The connections she made and maintained with her professors also played a significant role in her career advancement. "As far as the things that I took from grad school, definitely keeping those connections... They've wrote letters of recommendations for jobs... that's one thing that I would highly recommend in grad school is just making that connection." - Brenna Dressler Tips for Prospective Graduate Students: Key Recommendations Brenna offers several practical tips for prospective graduate students: Reach Out to Faculty: Contacting staff or faculty members at potential schools can provide valuable insights into the programs' alignment with your career goals. Engage with Current or Past Students: Understanding the student perspective can offer a clearer picture of the program experience. Research Thoroughly: Make sure the program fits your professional aspirations and personal circumstances through comprehensive research. "I would say that I would reach out to maybe some of the staff at the school that you're looking at... reach out to students that have already gone through the program." - Brenna Dressler Graduate school is a rewarding but challenging journey. By thoroughly researching programs, planning meticulously, staying disciplined, and leveraging connections, students can set themselves up for success. Brenna Dressler's story is a testament to how deliberate and informed decisions can lead to fulfilling educational and professional outcomes. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. This week, as always, I love being on a journey with you, being on a journey that is working side by side to walk alongside you as you're looking at graduate school. And I say a journey because it is a journey. And every person that considers graduate school is on a journey that is individual as themselves. And you have to go through it to be able to not only prepare yourself for making that transition into grad school, but then you have to go through it to be able to get through graduate school as well because sometimes there are things that you have to overcome as you go through those experiences as well. But along the way, you can learn from so many people that have gone before you. Dr. Christopher Lewis [00:01:02]: And that's what this show is all about. The show is here to help you, to give you some tools for your toolbox, to be able to help you to learn from others that have done graduate school before you, and to open your eyes to some of the things that you might need to be thinking about or want to be thinking about as you think about graduate school as well. That's why every week I love being able to bring you different guests that have done graduate school in the past, that have gone to graduate school in the past, and can share that journey with you as well. And today we got another great guest with us today. Brenna Dressler is with us today. And Brenna did her undergraduate work at Saginaw Valley State University, but then decided after a short period of time out from Saginaw Valley to go back to graduate school and to get her master's degree in public health from the University of Michigan, Flint. So we're gonna be talking to her, learning a little bit more about her own journey, and allowing for her to share some of the things that she learned along the way to help you in your journey as well. Brenna, thanks so much for being here today. Brenna Dressler [00:02:00]: Thank you for having me. Dr. Christopher Lewis [00:02:02]: It is my pleasure having you here today. Love being able to chat with you about the experiences that you've had. And one of the first things that I love being able to do is to turn the clock back in time. I said that you did your undergraduate work back at Saginaw Valley State University a few years back. And sometime during that time that you were either going through your undergraduate work or in those early years of being out in the workforce, you made a decision. You made a decision that you wanted to continue your education and get a degree in a little bit different area from where you were in your undergraduate work, where you got your bachelor of science with minors in gerontology and management, a kind of a health science degree and public health too. But talk to me a little bit about that journey for yourself and what made you decide that you wanted to go to graduate school? Brenna Dressler [00:02:52]: Yeah. So I always knew that I wanted to help people in some capacity. So originally, I went to Saginaw Valley thinking I was gonna go through the occupational therapy program. I quickly realized after going through more anatomy and physiology classes, That just wasn't my forte. It just didn't really stick with me. I found it very difficult. So I went back to my advisor, doctor Megan Ruth, who is a great mentor of mine, and she told me about this idea called public health that I had never heard about. It sounded very interesting. Brenna Dressler [00:03:28]: I went back home and I did some research on it. And actually at the time, Saginaw Valley didn't have a direct bachelor's of public health degree. It was a bachelor's of health science, but I took mostly public health courses. So it's essentially a public health bachelor's degree. So yeah. I quickly realized that this sounded like something I would really enjoy. I like working with people. It still gave me the opportunity to help individuals, and, yeah, it just seemed like a great fit for me. Brenna Dressler [00:03:58]: Along the way, like you said, I found out about a gerontology minor and a management minor just to kinda diversify myself. I still haven't really used either of those minors, but education is good no matter what though. And then, obviously, through my research, when I found out about public health, I found out that there is a graduate program as well. I quickly became very interested in that because I kind of already assumed that I was gonna be going into a graduate program of some sort because OT was a graduate program. So then from there, just started my research on different programs and different options and fell across U of M Flint's program. So that's kinda how it evolved. Dr. Christopher Lewis [00:04:36]: So talk to me about that research process that you went through because you did decide to attend the University of Michigan Flint, but there are many different programs that are out there. And as you said, you did your research and you identified and and looked at specific things that you were looking for. Talk to me about what you were looking for, what you kind of explored in that research, and what made you decide to ultimately attend the University of Michigan Flint? Brenna Dressler [00:05:01]: So I created an Excel document and I inputted different items that I was kind of looking for in a program. Cost was a big thing for me. I looked in state and out of state. I applied to a few out of state programs. I was looking for scholarship opportunities, things like that. And ultimately, I ended up coming down to U of M Flint for one of their informational sessions and met a few of the professors and things like that and just really liked the environment when I did come down for that info session. I don't know. It just felt comfortable there. Brenna Dressler [00:05:33]: It felt kind of similar to Saginaw Valley. Saginaw Valley is a smaller university. Growing up, I always went to smaller schools with less students in classrooms. So that was really important to me to kind of have a more individualized experience. And it just felt like U of M Flint really kind of fit fit the bill for me. It's also close to home and my mom has some health issues so it was important for me to be around to help out when I needed to. Saved me a ton of money while still getting the U of M diploma. So that was kind of my process with that. Brenna Dressler [00:06:05]: As far as, like, finding out about other programs, it was pretty easy to just Google and find out. I think there was a program out in Colorado that I was looking at that was maternal and child health focused, which is where I thought I was gonna end up. I really like that area of public health. So it helps to know kind of an area that you want to work in because there are degree programs out there that are more specialized. Dr. Christopher Lewis [00:06:26]: So as you made that final decision, you decided to attend the University of Michigan Flint, you made that transition into graduate school. It is very clear that the way you're educated in undergrad is different than the way you're being educated in grad school. The expectations are different as well. So talk to me about what did you have to do to set yourself up for success as you transitioned in, and what did you have to do to maintain that success throughout graduate school? Brenna Dressler [00:06:56]: So one of the first things that I did was met with my advisor, who's doctor Solly, who I love dearly. She's done so much for me, and I credit her for a lot of my success in the program and in my career. So my first thing was reaching out to my adviser and meeting with them and really just figuring out what the next 2, 3 years in the program was gonna look like. I think right off the bat, she could tell that I was a very motivated and great student, which I hope she would say that today if you talk to her. But so that was my first step. Next was just, like I said, kind of planning out the next couple of years. I'm a very organized person, so knowing what's to come was really important for me. Organization wise, obviously, getting binders and making sure I have all the supplies and things like that to really set me up for success. Brenna Dressler [00:07:43]: I think discipline is really important because sometimes when you're going to grad school and also working and trying to have a life outside of it, it can be kind of hard. So making sure that you stay disciplined and produce good work is really important. Also, just finding kind of either a group or a partner that can lift you up when things get hard or to study with or to just to vent to if you're having a bad day, you know, or have a bad exam in the program, things like that. I think that's really important to latch on to a couple people that you really enjoy and, because you're gonna be with those people through the entire program. That really helped me as well. Also getting involved in student groups. I was president of a student organization. I got involved in study abroad. Brenna Dressler [00:08:27]: I went to Africa. So I got involved in in a lot. And like I said, the discipline was really important because there's times that I wanted to do something more fun, but I had an epidemiology exam the next day. Dr. Christopher Lewis [00:08:38]: You definitely have to balance those things, and you have to look at all of the opportunities that avail themselves to you. But then take advantage of what you can take advantage of because sometimes students may think about what how involved they were as undergraduate students. And then as they get into grad school, they have to temper that a little bit, or they have to add some things in because it's an involvement turns involvement means something a little bit different in grad school. And a lot of times, what I see with students is that involvement revolves a lot around the profession itself. And in thus, versus in undergrad, it might not be as profession related, but there's lots of other opportunities to get involved. So I completely agree with you. Get involved. Find ways to get involved. Dr. Christopher Lewis [00:09:23]: You know, and and even if you're doing an online program, find ways to get involved and and be able to make those connections, network, etcetera. Now that you've completed your degree, you are now out in the workforce. You have been out in the workforce for a bit of time. You are a clinical research technician with Michigan Medicine, also an adjunct faculty member at Saginaw Valley State University. So talk to me about, now that you've been out in your career for a bit and you're utilizing your degree on a regular basis, Talk to me about how that graduate degree really prepared you for these next steps that you took in your professional career. Brenna Dressler [00:10:02]: Sure. So actually, I have a different role right now. So the clinical research technician, I think that was about a year ago that I had that one. So the current role that I have is a project specialist with a quality improvement program at University of Michigan. But the research role was really pivotal in getting this position for me. I did research in both undergrad and grad school with professors, and I think that really gave me some great experience, hands on experience with research and presenting papers and posters and things at national conferences and just understanding the the how to perform research and write papers and things like that. I think that really was helpful in me getting the clinical research technician position, which was working on the COVID vaccine trials. So I did that position for about 2 years working from home. Brenna Dressler [00:10:52]: And then while in that position, I was able to make the connection with the program director of my current role. And she knew that I had my master's of public health and knew that I was a great worker and smart and could pick things up pretty quickly. So she kind of offered the job to me knowing that this program was gonna start in a year or so. But as far as the things that I took from grad school, definitely keeping those connections. I think doctor Sully helped me a lot with applying for jobs and looking for jobs. I always stress to my students, which I teach at Saginaw Valley and at Ferris now, I always stress to them the importance of mentorship and making that connection with a professor that you really enjoy working with or things like that. And that's really got me really far is keeping those connections with my professors. They've wrote letters of recommendations for jobs, for this and that, and that's one thing that I would highly recommend in grad school is just making that connection. Brenna Dressler [00:11:50]: Another thing was the organization of just keeping my schedule and being disciplined and things like that because I do currently work from home still. And so it's very easy to get distracted by laundry and dishes and things at home. So making sure I have that discipline to get my job done is really important. Obviously, the coursework has really played a a strong role in what I do. I currently manage a lot of the health education aspects of the program that I work for, and that's what my master's of public health was in, was in health education. So I use a lot of the health communications models and things like that. Yeah. I can't say more about how the coursework has helped me in my current role. Dr. Christopher Lewis [00:12:31]: So as you think back to your graduate education and you think about other students that are thinking about graduate school, whether it be going into a public health degree or some other degree that's out there. What are some tips that you might offer others considering graduate education that would help them to find success sooner? Brenna Dressler [00:12:50]: I would say that I would reach out to maybe some of the staff at the school that you're looking at. Just send them a quick email and just introduce... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32247347

From BSW to MSW: Kayla Bueby’s Journey and Insights on Social Work Education 08/12/2024

From BSW to MSW: Kayla Bueby’s Journey and Insights on Social Work Education Welcome to "Victors in Grad School," a podcast where we engage in enlightening conversations with students, alumni, and experts to uncover what it takes to excel in graduate school. Hosted by Dr. Christopher Lewis, the podcast is a valuable resource for anyone contemplating, currently enrolled in, or nearing the completion of their graduate studies. In a recent episode, Dr. Lewis had the pleasure of hosting , a Clinical Assistant Professor and Practicum Education Coordinator at the University of Michigan Flint. Kayla shared her transformative journey through various stages of her academic career, from her Bachelor's in Social Work (BSW) to her Master's in Social Work (MSW), and even a postgraduate certificate in Business Administration. Understanding the Importance of Graduate Education Graduate education is often a journey filled with numerous transitions and challenges. These changes could range from shifts in self-perception to evolving learning methodologies. Dr. Lewis emphasizes that graduate school is a unique journey that requires comprehensive preparation to ensure success. The goal of the podcast is to aid students at various stages of their graduate education by bringing in guests who have successfully navigated this journey and are willing to share their wisdom. The Initial Transition: From BSW to MSW Kayla Bueby began her academic climb at Saginaw Valley State University, where she earned her BSW. She then transitioned to Michigan State University for her MSW. When asked about the motives behind her decision to pursue an MSW, Kayla mentioned the defining role her undergraduate faculty played. They provided her with clarity about the importance of advanced degrees in the field of social work, especially for those aiming to become mental health therapists. She knew that a master's degree was a crucial stepping stone to achieving her career goals, and this understanding came early in her bachelor's program, largely due to the guidance she received from her mentors. Navigating Graduate School Choices Choosing a graduate school is no small feat, and Kayla conducted rigorous research to identify the best MSW programs available. She acknowledged the pivotal role that professional organizations like the National Association of Social Workers (NASW) played in her search process. By joining NASW as a student member, she gained access to a wealth of resources, continuing education opportunities, and crucial insights into the hot topics and future directions in the field of social work. This experience was instrumental in her decision to attend Michigan State University, which offered a specialized trauma-informed care certificate as part of their MSW program. The Unexpected Yet Beneficial Addition of Business Knowledge In a fascinating twist, Kayla didn't stop at her MSW. She ventured into the realm of business by earning a postgraduate certificate in Business Administration and Management. Initially intrigued by the possibility of blending social work with business, she aimed for an MBA but settled on the certificate after realizing that her strengths did not align perfectly with certain business courses like accounting. Despite these challenges, the experience was invaluable, and the knowledge she gained has continued to benefit her career. Coping with the Realities of Graduate Life As someone who has worked extensively with both undergraduate and graduate students, Kayla shared valuable insights into coping with the multifaceted challenges of graduate life. Time management, she pointed out, is a universal stressor among graduate students who often juggle school, work, and personal responsibilities. She advocated for a customized approach to time management, highlighting the importance of finding what works best for an individual's unique circumstances. Kayla also stressed the importance of leveraging available resources for mental health support. For instance, institutions like the University of Michigan Flint offer free counseling and psychological services to students, including remote options. Utilizing these resources can make a substantial difference in a student's overall well-being and academic performance. Transitioning to a Faculty Role: A Full-Circle Moment Kayla's journey came full circle as she transitioned from an administrative role to a faculty position. She is particularly excited about the launch of the new MSW program at the University of Michigan Flint. Having transitioned multiple times herself, she now aims to be the empathetic, knowledgeable guide for her students that she once sought in her mentors. She hopes to provide her students with the skills and empathy needed to navigate the complexities of real-world social work. Final Tips for Aspiring Graduate Students In wrapping up, Kayla shared some critical advice for those considering graduate education: "Start with the end in mind." It's essential to have a clear understanding of your career goals and to ensure that the graduate program you choose aligns well with those objectives. Don't hesitate to reach out to faculty, program directors, and current students to gather as much information as possible. This proactive approach can help ensure that you make informed decisions that will set you on the path to a rewarding professional life. Graduate school is a demanding but incredibly rewarding journey. By leveraging the experiences and insights of those who have successfully navigated this path, like Kayla Bueby, future students can better prepare themselves for the challenges and opportunities that lie ahead. For more insights and tips on navigating graduate education, tune into "" and embark on your own journey to success. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. This week as always, we are on a journey together. I say that every week, but it's so true that you are thinking about graduate school. You're here because you're thinking about graduate school, And you might be just at that first inkling where you think, maybe I need to continue my education. You might be in graduate school, or you might be looking at the light at the end of the tunnel where you're saying, I'm almost done. Almost ready for taking this graduate education to the next step and moving into a new career area or expanding in the current career that you're in. Dr. Christopher Lewis [00:00:55]: No matter where you are, you are on a journey. And as you go through this graduate school experience, you're going to be going through a lot of changes, a lot of changes in yourself, changes in the way that you learn, changes in the way that you are looking at yourself as an employee, as a student, as a individual. So it's really important that you do what you can to prepare yourself, to prepare yourself for the work that you're going to be doing throughout your graduate school journey. And that's what this show is all about. This show is all about helping you to find ways in which you can find success in that graduate school journey. That's why every week I bring you different guests, different people that can help you do just that. And I love being able to bring you these different people that have had these different experiences because they have gone before you. They have gone. Dr. Christopher Lewis [00:01:50]: They have gotten a graduate degree. They've been successful, and they're sharing that experience with you today. Today, we've got another great guest with us. Kayla Bubi is with us today, and Kayla is a clinical assistant professor for our b for the BSW and MSW programs here at the University of Michigan Flint. She's also the practicum education coordinator for those programs as well. We're gonna be talking to her about her own experience going through graduate school herself and learning along the way. Really excited to have her here. Kayla, thanks so much for being here. Kayla Bueby [00:02:22]: Thank you for having me. Dr. Christopher Lewis [00:02:23]: It is my pleasure having you here today. I love being able to bring people in to be able to talk about their different experiences, to share those experiences and help people along the way. 1st and foremost, one of the things that I love doing is turning the clock back in time. And I wanna go back a few years. I wanna go back because I know that you did your undergraduate work at Saginaw Valley State University where you got your BSW, your bachelor of social work. And after that, you went on to get an MSW, a master of social work at Michigan State University. So let's first talk about that first transition. And I would love to kind of go into your mind and say to yourself, Kate, what were the reasons that you chose that you wanted to continue on in getting going from the BSW to the MSW? Kayla Bueby [00:03:07]: Yeah. That's a great question. My my BSW experience at Saginaw Valley was wonderful. And in that program, I learned so much about the particulars of each of the degrees. So in certain professions, your degree means a lot in terms of what you're able to do. And in social work, that's very true. So I had the goal of becoming a mental health therapist and becoming a clinician, and I knew I needed to achieve a master's degree and earn a master's degree in order to do that. And I had wonderful faculty that helped me understand that path and prepare me for what was next so that I knew very early on in my bachelor's degree program that that was the direction that I was heading in. Kayla Bueby [00:03:48]: That was incredibly helpful. So in a social work degree program, the job that you want to do has a ton of bearing on what level of degree you need, and that was made so clear to me early on, and I really appreciated that. So that's how I ended up knowing that I wanted to continue on with my master's degree education very early on in my bachelor's education. Dr. Christopher Lewis [00:04:11]: As you learn that and you were talking to your faculty mentors or advisors or others that were saying to you, okay, you wanna do this, you've gotta get this. As you were starting to prepare for that next step, as you were going through that BSW, I'm sure you had to start doing some type of, let's say, reconnaissance, some type of research to be able to look at the myriad of different MSW programs that were out there. And there are quite a few in the state of Michigan, but there's also many others across the nation. And I'm sure you had many opportunities. You could have gone to almost any school that you had wanted to. You chose to go to Michigan State University. Talk to me about that decision making process, that research that you did for yourself. And why did you ultimately decide to attend Michigan State University? Kayla Bueby [00:05:00]: Knowing early on in my BSW program that I was interested in pursuing an MSW was a monumental help in that regard. 1 of the from a social work perspective, one of the most impactful things that I did was got connected to my professional membership organization, which in our profession is NASW or the National Association of Social Workers, specifically the Michigan chapter, and became a student member. They offered some really wonderful student member rate, and that got me connected to the practice professional community in a way that I had not been connected to before. They also offered free or reduced cost continuing education offerings and trainings that I was able to take part in as a student. And when I did that, I got to know what the hot topics in the profession were, where was our field heading, what did I need to know about in order to be prepared to not only apply to grad school, but be successful in grad school, and then ultimately be successful as a professional? And one of the things at the time, and certainly now still, that kept coming up was trauma informed care. So I became very interested in trauma informed care, and that was something that was on my mind as I was looking for graduate programs. On a personal note, I had always wanted to attend Michigan State University, so they were already very high on my list. But they also had a trauma informed care certificate program that I was able to take part in and was able to leave my graduate program with this additional certificate that has assisted me in my career ever since. Kayla Bueby [00:06:31]: So that was a huge part of that was understanding where your field currently is as a profession, what are the hot topics, what are the latest and greatest evidence based approaches that you should know about as a student, and aligning that with a program that was able to prepare me in that way throughout my master's program to walk into the profession, already a step ahead or maybe 2 steps ahead of some of the other graduates in my field. Dr. Christopher Lewis [00:06:54]: You just talked about the fact that you learned a lot of those pieces, the hot topics and things that were really important for someone going into the field to know by being a student member of the National Association. There's a number of national associations that are out there for a lot of different career areas. Talk to me about how did you get involved in that national association, and what would you recommend to students that are going into a graduate program to do as they look at national associations, statewide associations, things that are out there that they might be able to find involvement in as well. Kayla Bueby [00:07:34]: I became aware of NASW and, to some extent, involved in it because my faculty members spoke so highly of that professional organization. They were truly mentors to me throughout the entire bachelor's degree process. And their feedback and their experiences with the association were something that were that was very helpful for me to understand. And then they created opportunities, sometimes extracurricularly, but also sometimes within our curriculum, in order for the students to get connected to that particular particular organization. So for NASW, for instance, there's an annual legislative advocacy day that students are always welcome to attend, where we're able to go to Lansing and talk to legislators about social work specific policies that are being made or being proposed. So those were wonderful ways for me to get connected. As I mentioned, they also had a a discounted student rate, which made it more affordable for me as a student who is living on a very limited income And many professional organizations offer something similar to make that more accessible to folks who are spending lots of money already on their education, books, and everything else that they might have going on. So I would definitely encourage students to ask faculty what professional organizations are they familiar with, have they found value in, are they members of where social work is pretty cut and dry. Kayla Bueby [00:08:56]: NASW is our ultimate professional association, but some professions may have multiple. And so it's worth asking your faculty what they might recommend or what their experiences have been with those organizations if there are multiple. Dr. Christopher Lewis [00:09:10]: Now I know that you ended up getting another degree outside of the BSW and the MSW, and that was a postgraduate business certificate in business administration and management. And a very different area of study in comparison to what you study for your bachelor's and master's. And for those of you that don't know, a graduate certificate tends to be a core group of courses that you take in a specific targeted area. It might be 9 credits. It might be 12 credits. You know, it's a specific number of courses in that targeted area. So as I mentioned, Kayla, you decided to get a certificate in business administration and management. Talk to me about that. And what made you decide that you wanted to focus and get a different type of experience in this way? Kayla Bueby [00:09:59]: Yeah. I think talking about the trauma informed care and trauma informed perspectives that I was interested in early on I also knew that early on I was very interested in management, administration, and leadership within the social work profession as well. As a staff member at the University of Michigan Flint at the time, I was able to take advantage of a wonderful benefit through our institution that was able to support some of my educational pursuits during that time. I was able to take advantage of a wonderful benefit through our institution that was able to support some of my educational pursuits during that time. And I decided I wanted to initially explore an MBA. And joint MSW and MBA degrees are not uncommon. They weren't back then, and they aren't uncommon now, because a lot of social workers do end up in process, and so I ended up ending that my time with that program a little bit early, but was able to complete that post master's certificate. Although not knowledge from those courses that I was able to take, and the faculty were wonderful. I will be the 1st person to say I am not the strongest when it comes to accounting, when it comes to the books, when it comes to the number side of business administration. And countless times when I had questions, faculty were a if I had something that I needed in order to be successful. Kayla Bueby [00:11:29]: So I really appreciated my time in that program, and it's continued years later to serve me very well. And I appreciate the opportunity that I was afforded to be able to access that education as well. Dr. Christopher Lewis [00:11:41]: Now with your bachelor's to master's, your master's to certificate to certificate, there's always transitions when you enter into different programs. How you were taught in your MSW is gonna be different than how you were taught in your business classes, And you have to be able to maneuver and manage those transitions to be successful in graduate school itself. So what did you have to do in each of those degree settings to be able to set yourself up for success? And what did you have to do to maintain your success throughout that journey through those different programs? Kayla Bueby [00:12:14]: There are big differences between each of those programs. And one of the things that I wish I would have maybe done differently or been a little bit stronger in doing was understanding that there was no way that I could know before I started those programs exactly what the differences would have been. And I held myself to the standard, this very standard of having to know what it was gonna be like before I even experienced it. That caused me a lot of stress. It caused a lot of anxiety, and it caused a lot of confusion for me. Whereas if I would have taken the learner approach and said, you know what? I can't possibly know what this is gonna be like, and that's okay. I'm not supposed to know. I'm supposed to learn what this is going to be. Kayla Bueby [00:12:56]: I think that would have left me open to learning more about what the experience really would be like instead of what I thought it might be like. And in all of those circumstances, as you mentioned, it was a very different experience. The thing that I did to sustain was ask questions because I realized that especially when you continue on to a graduate level education, professors are incredibly invested in your success, or at least that was my experience, especially at U of M Flint. And I they wanted me to ask questions. They were interested in the questions that I had. There was no silly question to them, especially as somebody coming from a different... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32256017

Navigating Career Transitions: From Chemist to Behavioral Health Nurse With Tess Muhammad 08/05/2024

Navigating Career Transitions: From Chemist to Behavioral Health Nurse With Tess Muhammad How Life's Transitions Lead to Personal Fulfillment and Professional Growth Navigating through multiple career paths is a journey many professionals undergo. Tess Muhammad's story is no different. Starting her career as a chemist, Tess found her true calling in the field of nursing, specifically in mental health. In an enlightening conversation with Dr. Christopher Lewis on the "Victors in Grad School" podcast, Tess details her shift from chemistry to nursing, the challenges she faced, and the lessons learned along the way. The First Transition: From Chemist to Nurse Tess's shift from chemistry to nursing wasn't a decision made lightly. Although she enjoyed her career as a chemist, her passion for mental health grew from personal experiences with depression. In her quest for better mental health, Tess explored complementary therapies like Reiki, energy work, and traditional pharmacological treatments. This exploration guided her to nurture a deeper understanding of the human mind and its intricacies. "Although I worked as a chemist, that was my career. My interest was actually really deeply into mental health. For personal reasons dealing with some mental health issues myself with depression and seeking out help and I did seek sought out help both ways." — Tess Muhammad This profound interest sparked a career transition in her late thirties. Despite a secure position as a chemist, Tess enrolled in an accelerated nursing program at Oakland University. It was a leap driven by the desire to contribute to the world in a more fulfilling way. From Working Nurse to Nursing Graduate Student Building a career in inpatient behavioral health, Tess gained experience across various roles over a decade. However, the desire to delve deeper propelled her to pursue higher education. Encouraged by her peers and psychiatrists she worked with, she decided to attain her Doctor of Nursing Practice (DNP) degree. "A lot of prompts from my peers. The psychiatrists that I work with just plugging it in my ear, planting the seed. You know what? I think that you would be really good if you became a practitioner and you actually are in that role." — Tess Muhammad Facing the crossroads of choosing a graduate program, Tess initially enrolled at Wayne State University. However, the pandemic and personal loss made her reconsider her options. The need for a more flexible, supportive environment brought her to the University of Michigan, Flint. Navigating Graduate School Transitions Enrolling in a graduate program is a formidable challenge. Tess's experience was no different. The shift from Wayne State to the University of Michigan, Flint brought its own set of hurdles. The transition highlighted the importance of balancing health, work, and studies. "A lot of being able to manage at U of M Flint has to do with doing things for myself first in terms of health and mental health, and then everything follows afterward." — Tess Muhammad Tess emphasizes the necessity of maintaining one's health—physical, mental, and emotional—while undertaking graduate studies. She advocates for keeping a balanced life, incorporating regular exercise and personal time amidst academic rigors. Applying Academic Learning to Professional Practice The knowledge gained in graduate school isn't just theoretical for Tess. She finds immense value in applying her educational experiences to her professional work, especially in outpatient mental health settings. Learning new medications, communication techniques, and motivational interviewing has broadened her perspectives and improved patient interactions. "Learning that in school has been very helpful in both environments…collaboration that I've been learning…is going to help me when I do practice." — Tess Muhammad Tess’s ability to translate academic learning to real-world practice showcases the integral role of higher education in enhancing professional capabilities. Advice for Prospective Graduate Students Tess offers sage advice for those contemplating graduate school. Her key takeaway is the importance of seeking balance and ensuring personal well-being alongside academic pursuits. She urges students to prioritize health and embrace activities that bring joy and relaxation. "Always, always, always put your health first. And I'm talking whole health, not just physical, mental, emotional. Find what helps you stay balanced and what helps you stay centered." — Tess Muhammad She also emphasizes the importance of openness and communication with faculty and program directors, especially when facing personal challenges. Tess Muhammad’s journey from chemistry to nursing and her ongoing pursuit of higher education exemplifies resilience, adaptability, and the quest for personal fulfillment. Her story serves as an inspiration to those navigating their own career transitions and contemplating the leap into graduate education. By prioritizing personal well-being and remaining adaptable, Tess shows us the way to uncovering a fulfilling professional path that truly aligns with one's passions. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. I'm really excited to have you back again this week. Every week, I love being able to sit down with you, to talk to you, to work with you as you are going through this journey. And I always say journey every week. I know. And I tell you that it is a journey because it is a journey that you will be on as you are considering grad school, as you're in grad school, as you're preparing to complete grad school and move on into the next phase of your own career journey. And it's important. Dr. Christopher Lewis [00:00:50]: It's important to be able to prepare yourself and prepare yourself well, to be able to know what's coming, but also to know what you can do to prepare yourself better, but also to get ready to find success, find success in that journey. And there are things that you can do from the very beginning to be able to capture that success and be able to write your own story while you're in graduate school. And that's what this show is all about. Every week I love being able to bring you different people with different experiences that have gone through those different experiences, had different opportunities provided to them, but they found success along the way. And today we got another great guest with us. Tess Mohammed is with us today. And Tess is a current student in the BSN to DNP program at the University of Michigan Flint. Really excited to be able to have her on to talk about her journey through this program and her journey into this program and beyond. Dr. Christopher Lewis [00:01:53]: So really excited to be able to have her here and to have her share that journey with you. Tess, thanks so much for being here today. Tess Muhammad [00:02:00]: Thank you so much for having me. Dr. Christopher Lewis [00:02:02]: It is my pleasure having you here today. And you know, one of the things that I love doing as we start our conversations is really to turn the clock back in time, because I know that you have a couple of bachelor's degrees, and you did your first degree in chemistry from Michigan State University. And after that degree, you went off and you were a chemist for a while. And then at some point, you made a decision. You made a decision that you wanted to change tracks. You wanted to move in a different direction for your career and go into nursing. So you went and you got a second bachelor's degree in nursing. So take me back and talk to me about that first transition. Dr. Christopher Lewis [00:02:48]: And I know it's not graduate school, but I want to understand that first. Talk to me about the journey from chemist to nurse. And what made you decide that that was the route that you were gonna go? Tess Muhammad [00:03:00]: So although I worked as a chemist, that was my career. My interest was actually really deeply into mental health. For personal reasons dealing with some mental health issues myself with depression and seeking out help and I did seek sought out help both ways. Both pharmacological and also therapy. More complementary, therapy. So much more than talk therapy. A lot of energy type work and really got into it and fell in love with the idea of understanding the mind. Understanding how we work as human beings. Tess Muhammad [00:03:32]: Understanding what things we do to ourselves that can cause us to not be in the best mental state that we can be. And so on the outside, I'm sure at the time I looked very put together from everyone else standpoint of view. You know, I'm a chemist and I'm making my own way. But internally, there was a disconnect. We'll put it like that. I wasn't fulfilled internally. So I delve into just self help, into mental health, and every aspect of it, and every sense of wholeness from exercise, from what you put in your body, from getting assistance at times from medications, energy work, massage. Everything that you can think of plus me trust me, Reiki, I I have explored it. Tess Muhammad [00:04:15]: So that became the group that I hung out with outside of work was people that are into that. And so I knew going into nursing that I wanted to go into nursing, and I specifically wanted to go into behavioral health before I changed to nursing. Now at the time, I was, what people would probably say now, and it's not really late in age, but I was in my late thirties, early forties making this transition. And it was kind of difficult to be like, oh, do I really want to go back to school? I have a decent career now. But I came to the conclusion that I would be better service to the universe by becoming a nurse. So that's really what led me. It was, like, personal just journey for myself to be, like, I want to present and do what I love and what I have interest in, passion for. And so there it was. Tess Muhammad [00:04:55]: I saw the accelerated program at Oakland University and was like, you know what? I think this will work. I don't live that far from there, and I went forward. And the next thing, you know, I was here I am as a nurse. And then been working in inpatient behavioral health, acute in various forms and positions for the last 10 years. Dr. Christopher Lewis [00:05:13]: So over the last 10 years, you've gone through this career and you've built a career for yourself. And at some point during those 10 years, you had this spark. You had some inkling that you wanted to go further. You wanted to delve a little bit deeper. You wanted to continue your education. What made you decide that you wanted to go to graduate school? Tess Muhammad [00:05:34]: A lot of prompts from my peers. The psychiatrists that I work with just plugging it in my ear, planting the seed. You know what? I think that you would be really good if you became a practitioner and you actually are in that role. You're good at what you do on here on the floor, but we think that you're capable of it. So it just plugs Your years of working with my peers and the psychiatrist that I work with. And I started thinking about it, and I was like, okay. Maybe this is the full circle. Now I've learned being on the floor firsthand, acute. Tess Muhammad [00:06:03]: Now getting older as well and being on the floor, it's not a good idea. Just put it like that. So I started entertaining it, and I also had peers that were also going to school at the time or in the process of about to graduate. And they were like, it's worth it. So I just went for it. Yeah. I was just like, okay. It's time. Dr. Christopher Lewis [00:06:23]: And you did your first two degrees at 2 different institutions. And you ultimately decided that you wanted to attend the University of Michigan Flint for your BSN, the DNP program. There's a lot of DNP programs that are out there. What made you decide to attend the University of Michigan, Flint? What was going through your head as you were making that decision for yourself? Tess Muhammad [00:06:49]: So I don't know if you know this part. I actually started off at Wayne State because a lot of my peers went I have other peers that went different places, but a few went to Wayne State. And I was like, okay. It's convenient. I'm not that far from there. And, so I started there. And, as we know, it's a brick and mortar. And at the time when I started, it was during the pandemic. Tess Muhammad [00:07:11]: So we actually didn't have to come to class. But then, we had to come to class. Okay. So, that's not one of the only reasons that I left Wayne State. That was just part of the reason I realized the driving down, the sitting in class, it just I was working full time at the time. It just wasn't working out. And then I had some loss of mother, and emotionally I was gone. So, it was really more that that made me leave Wayne State was just like I wasn't mentally there. Tess Muhammad [00:07:41]: And I've always promised myself I would put my mental health first over anything. You know, be the example. So I ended up leaving Wayne State. And then once I knew I was gonna go back. I wasn't sure when and then I started kind of exploring different programs and stumbled upon U of M's program and how they had it set up with you being able to go for your DNP, but also get your masters. And then it was online for the most part, asynchronous, some synchronous. And even I felt like I could go to the campus if I needed to go 3 or 4 times, it was still better than having to come, having to drive down, having to sit in a class. It was just you could do things a little bit on your own time. Tess Muhammad [00:08:20]: And I felt like for my life, that was gonna work better. So I also knew a few people who went to undergrad at Flint, and they thought they loved the program. They're like, I'm telling you this, so you're gonna appreciate it so much more. So glad to you and Flint got in, and I I love it. Everything they said was, like, everything about it, I love. I feel like I'm supported. People respond to me quickly. I feel like I know what's going on. Tess Muhammad [00:08:43]: I feel like it's organized. I know what's expected of me. I know what my program's gonna look like. I know when I'm gonna graduate. You know what I mean? Like, it everything's straightforward. So that's I'm glad I made that decision. I'm glad I'm okay with there being a hiccup because it led me here. Dr. Christopher Lewis [00:08:57]: As you said, you started at Wayne State, then you made another transition. You transferred and and moved over to a brand new program at a brand new institution, different type of public learning and and different type of teaching styles because it's different faculty and a different focus. So talk to me a little bit about transitions. And as you there's a transition when you go from undergrad to grad, but you not only went from undergrad to grad at Wayne State, but then you've had a second transition of actually transitioning from one grad school to a completely different grad school. So talk to me about your transitions, and what did you have to do to set yourself up for success in both of those? The one from undergrad to grad, but then also the transfer in what you had to do to be successful in that. And what have you had to do now at the University of Michigan, Flint, to maintain your success throughout your time in this program? Tess Muhammad [00:09:59]: Well, we'll start off with Wayne State. I think Wayne State primed me for you of influence in that I would probably say a lot of us are overachievers. And so when I went to Wayne State knowing nothing about graduate school, I kinda came in with expectations that at the time necessarily weren't realistic with me working full time and going to school and grad school. That 1st semester at Wayne State was horrible for me. The balancing, the just everything about it, balancing family, balancing schoolwork, just life in general was a struggle because I had to adjust to myself. And I call it not lowering expectations. I call it changing expectations because I'm I'm not I don't lower anything. I have to change what I expect for myself. Tess Muhammad [00:10:48]: And from Wayne State, that's what I did. I changed expectations. Meaning, what I what I needed to put as priority or what I thought I needed to put as priority needed to change. So my priority wasn't always necessarily getting the best grade on an assignment. My priority was making sure I stayed healthy, both physically and mentally. And then from there, doing the things that will help me stay healthy, then doing what I can do to make sure that I'm being successful in the class. And successful in the class may not always mean equate to an a plus, an a minus. It may be a b plus. Tess Muhammad [00:11:25]: So because what's the old saying, if you don't have your health, you don't have anything. Like, your body is gonna decide to, hey. I'm gonna take a break. Whether you want me to know to or not, you know, I'm gonna take a break. So Wayne State got me at that place. So then when I'm trans by by the time I got to transfer, I came into U of M Flint with a whole different mindset of how I was going to manage U of M Flint, having been at Wayne State, and going through that whole process. So I definitely will say that I came into UHPlint in a much better place, much better able to prioritize work, life, family from that experience. And since then, have been doing that on specifics. Tess Muhammad [00:12:04]: You know? Like, again, my priority is my health first. So incorporating exercise. Making sure I'm doing something for myself in the morning before I do anything else. Which, as we know, exercise, everything about that helps you. You know, it helps me focus during the day. It helps me stay awake. It helps me, deal with things better, whether it's school work or group projects or It just, it does. So for me, a lot of being able to manage at U of M Flint has to do with doing things for myself first in terms of health and mental health, and then everything follows afterward. Tess Muhammad [00:12:41]: That's been my approach. And so far, I really it hasn't in terms of when I say grades aren't my first priority anymore. I still do okay. So it's working. I can still put myself first and my health first and still do well in school. And I think sometimes we think that it's a trade, but it's more of a balance. It's not a trade. You don't have to trade one for the other. Dr. Christopher Lewis [00:13:00]: Well, it's good to know that you do don't have to trade one thing for another, because I think that a lot of people going into grad school probably have that mindset that they think that they do have to give up something. And that sometimes can be a limiting factor of making the decision to jump, making the decision to go to graduate school, and allowing you to get that barrier outside of your head and being able to say no. You can still do the things that are important to you, and it still have those relationships to be able to do it. But it's a balancing piece of being able to understand where you have to put those priorities. Tess Muhammad [00:13:44]: And it's not easy. I mean, it's never it's not always easy. I'm saying these are the things I do. They're honestly, just right now with my unit closing, Suddenly, I don't know what's gonna happen. You know? Am I am I gonna get a paycheck in the next 2 weeks? Am I gonna already have another position? So all those things, but you just kinda have to surrender to the situation. Dr. Christopher Lewis [00:14:02]: There's definitely stressors that happen throughout graduate school, whether it be the things like you... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32251602

Finding Your Path: Economics to Law with Paula Nas 07/29/2024

Finding Your Path: Economics to Law with Paula Nas Graduate school is often viewed as a labyrinth that requires significant introspection and preparation. On the latest episode of the *Victors in Grad School* podcast, host Dr. Christopher Lewis explores this intricate path with , an accomplished academic and professional at the University of Michigan Flint. Paula's unique journey through both a Master's degree in Economics and a Law degree provides invaluable insights for anyone considering or currently navigating graduate education. Embracing Challenges and Making Decisions Paula's academic journey started at the University of Michigan Flint, where she completed her bachelor's degree in Economics. Initially torn between law and teaching, she discovered that Economics not only piqued her interest but also provided a solid foundation for law school. This excitement led her to pursue a PhD in Economics at Michigan State University, a decision influenced by the enticing offer of an assistantship. However, the PhD program's heavy emphasis on research over teaching compelled her to pivot back to her initial goal of law school. She ultimately attended Wayne State University, a choice driven by reputation and practical considerations like commuting. Key Takeaways: Being open to new and challenging fields can lead to unexpected passion and opportunities. Career goals might evolve, and flexibility is essential in navigating these changes. Practical considerations like location and support systems can significantly influence educational decisions. Preparation and Skill Building for Graduate School Transitioning between different graduate programs required Paula to develop effective strategies for success. The similarity between undergraduate and PhD programs made the initial shift smoother as compared to adjusting to law school, which demanded a different approach due to its larger class sizes and different educational structure. Finding a supportive group of peers was crucial for her success in both settings. The support, encouragement, and collaborative study habits formed within these groups made significant contributions to her academic achievements. Paula emphasizes the following: Patience: Adjusting to the demands of graduate school requires time. Support System: Whether through family, friends, or classmates, having a reliable network is indispensable. Practical Application: Engaging with the material beyond textbooks through community involvement and real-world applications enhances understanding and retention. Versatility of Graduate Degrees Paula's career showcases the versatility of a graduate education. Her diverse academic background in economics and law equipped her with a wide array of skills applicable in various professional roles. As a lecturer and now in her role at the Office of Economic Development, these degrees have been fundamental. Applications of Graduate Degrees: Critical Thinking: Both fields foster analytical skills and problem-solving abilities. Teaching and Public Service: The broad educational experience has been pivotal in her municipal service and public policy decisions. Economic Development: Using economic principles and legal frameworks to facilitate community and business growth. Drawing from her extensive experience, Paula offers several tips for those considering or currently in graduate school: Patience is Key: Allow time for adjustment and avoid getting disheartened by initial challenges. Build a Support Network: The journey is more manageable and enjoyable with reliable support from peers, family, and mentors. Look at the Big Picture: Focus not just on immediate academic requirements but on how the acquired skills will benefit future career aspirations. Enjoy the Journey: Despite the pressures, savor the learning experience and personal growth that comes with graduate education. Paula Nas’s journey underscores the importance of adaptability, continual learning, and the practical application of diverse skills. Her story is a beacon for current and prospective graduate students, illustrating that success is not only about the destination but also about appreciating and utilizing the experiences gained along the way. For individuals thinking about furthering their education, the University of Michigan Flint offers comprehensive programs tailored to meet both online and in-person learning preferences. For more information, prospective students can visit: . TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to the Victors in Grad School podcast. I'm your host, doctor Christopher Lewis, Director of Graduate Programs at the University of Michigan, Flint. Really excited to have you back again this week. As always, every week, you and I are on a journey together. We have this opportunity every week to talk through this journey that you're either already on or that you're looking at and trying to decide for yourself, is this the right step for me? And the conversations that we have every week are an opportunity for you to add tools to your own toolbox to help you on this journey. This podcast is all about helping you find success in the journey. And I say journey because it is a journey. It is not something that's going to happen immediately. Dr. Christopher Lewis [00:00:56]: Usually, you're going to take some time to mull this over, to figure this out, to try to figure out what is the right direction for myself, what is the right institution for myself. And as you go through that process, that journey, you're going to learn a lot about yourself, but you're also going to learn a lot about what you're looking for. And this podcast is here to help you as a resource along that path. Every week, I love being able to bring on different guests, different people that have had different experiences that can share those experiences with you to help you to again add tools to your toolbox. So this week we got another great guest with us today. Paula Nas is with us today, And Paula is the director of the office of University Outreach for the University of Michigan Flint. And she's been at the University of Michigan Flint for quite a few years doing a number of different things along the years. But along that journey, she has gotten a number of different degrees. Dr. Christopher Lewis [00:01:56]: She got her bachelor's degree at the University of Michigan, Flint, then went on and got a master's degree in economics from Michigan State University and then a law degree from Wayne State University. So we're going to talk about her own journey and be able to learn from her. Paula, thanks so much for being here today. Paula Nas [00:02:12]: Thanks so much for the invitation, Chris. I appreciate it. Dr. Christopher Lewis [00:02:15]: It is my pleasure. I love being able to have you here today and for you to share this journey. As I said, you went on a journey yourself. You went from that bachelor's degree in economics from the University of Michigan Flint, and at some point, at some point in that journey when you were getting that degree from the University of Michigan Flint, you made a decision whether it was right at the same time or a little bit after, that you wanted to continue, wanted to continue on to get the master's degree in economics. Let's first talk about that jump and what made you decide that you wanted to continue on to get that master's degree? Paula Nas [00:02:52]: That's a great question. You know, I was in the honors program at U of M Flint studying economics. Initially, though, when I entered U of M Flint as an undergraduate, I wasn't really sure what I wanted to do. Growing up, I always thought I'd either wanna be a lawyer or I'd wanna be a teacher. Early on, as I was kind of pursuing that path towards a law degree, somebody had mentioned to me that, you know, economics is one of the best majors that you can have to get into law school. So I said, well, I hadn't really heard much about economics. You know, growing up, it never really was a word or a class we used at the time. But I said, if that's my way to get to law school, that's what I'm going to do. Paula Nas [00:03:27]: So I enrolled in an economics class and I found it to be one of the most challenging classes I had, but also one of the most fascinating. As I continued along the degree program, I grew more and more to like economics and appreciate the different facets of the profession. So, when it came time to graduate, I said to myself, I can either go to law school or I can pursue a PhD in economics. So, I took the GRE and I took the LSAT, and I performed pretty well in both of them, to be honest with you. And I applied to law schools and graduate schools, and Michigan State offered me a deal I really couldn't pass up to enter their PhD program in economics. That's what I did. I had an assistantship that paid for the program. So again, I started in the PhD program. Dr. Christopher Lewis [00:04:11]: So at one point you started the PhD program, but you ended up with a master's. So along the way, you made a decision that you didn't want to continue to complete the PhD and you pivoted. And you went back to that initial goal, that initial idea that you wanted to get that law degree. What made you decide to pivot, not get the PhD? And what made you decide that you wanted to move back to that initial goal, like you said, of getting that law degree? Paula Nas [00:04:42]: I love the program at Michigan State. Really, I was there because I wanted to teach phonemix. And what I quickly realized was that this was more of a research pursuit than a teaching pursuit. And the whole kind of publish or perish, you know, fear got to me. And I said to myself, I really want to teach, but this isn't really what this is about. So I think I'm gonna go back and reconsider law school, at which point I applied to law school and then I entered Wayne State Law School. Dr. Christopher Lewis [00:05:07]: I guess one of the questions that comes to mind is that you kind of mentioned the fact that you decided that you wanted to go to Michigan State because they offered you a deal that you couldn't refuse. And then at some point during the choice of going to law school, you did make the choice to ultimately attend Wayne State University for law school. And there's a lot of different law schools that are out there. And you said you did well on the LSAT. So there probably were a number of options for you in that regard as well. So talk to me about as you looked at law school, and you were making the decisions for where you were planning to attend for law school, what made you ultimately decide that you wanted to attend Wayne State University? Paula Nas [00:05:49]: Going back a little bit on how I ended up with my master's, completed all of the coursework for the PhD and had begun the process of taking the preliminary examinations. And then, you know, I decided to make the switch. I was engaged at the time, and then I was married. And at that time, I realized that I I needed to find a law school basically that I could commute to. And Wayne State has an excellent reputation. Their pass rate for the bar is very high. They have great faculty, wonderful programs. And, you know, that was one of the determining factors. Paula Nas [00:06:18]: And indeed, when I was in law school, 1st year of law school, we welcomed our 1st bundle of joy during the 1st week of our final exams for the 1st year of law school. And, you know, my husband and family, they were very supportive. We decided I would still finish law school. And then second bundle of joy came, and I started to realize that I probably was gonna need to pivot and that I love teaching. I started part time at U of M Flint while I was still at law school, and I really decided that was a career for me. So I I did finish law school, but I began to teach part time at U of M Flint, which I was very fortunate. It eventually led into a full time lecturer position. Dr. Christopher Lewis [00:06:54]: So you finished up law school. And one of the things you said earlier was someone had told you initially that economics was the best major to allow for you to go to law school? Now I worked at a law school for about 10 years, so I saw many different majors. And I always tell students there's not one right major for a student to go into law school. But talk to me about that advice that you got. And you did do that pathway of economics. How did you find that that degree prepared you, ultimately, for going through law school? Paula Nas [00:07:28]: I like to tell my students now when I teach economics that, you know, the discipline of economics really prepares you for all decisions you can make in life. So, you know, fundamental to economics is that, you know, we assume that people are rational. Before you make a decision, you compare costs and benefits. We all know that economics is a very analytical profession. And I think that's what really helped me prepare for law school and then to succeed in law school. And I still use all of those tools and all those models. And as you say, the toolbox that you mentioned, I use it in everything I do. And indeed, lawyers use it all of the time. Paula Nas [00:08:03]: So, you know, it helped me initially to get that preparation to take the LSAT and do well on the exam. And then it really kind of, at the time, set me apart from some of my peers in law school because everybody had a different preparation. But to your point, I think that people assume, and nothing against a pre law degree, but I think people assume if they're gonna go to law school, they need a pre law degree. And in my mind, that just isn't the case. As long as you have a good solid preparation and something that gives you those tools to be able to analyze different kinds of situations, whether that be economics or business or philosophy or whatever that is, I think you're well prepared for law school. Dr. Christopher Lewis [00:08:40]: I would completely agree with you. I would say to any student that you don't need to be a poli sci major. You don't need to be a pre law major. And to be honest, if you want to go to law school, it'd probably be better to have a degree in some other area in case down the road you decide you don't wanna use the law degree and you want to fall back on something else, that having something that is completely different is not a bad thing. But I would say the same thing if somebody wanted to teach. And I tell students, okay, you wanna be a history teacher. Well, if you're going to be a history teacher, you should get a certification in something completely different than history because I always tell students, how many history teachers were there in your school district? Only probably you probably could count them on one hand in regards to your middle and high school unless you're from a very big district. Same thing there. Dr. Christopher Lewis [00:09:30]: So I would tell students all the time that having a degree in some other area that challenges you, that pushes you to be able to learn good writing skills, good thinking skills, and being able to understand ethics, being able to understand some philosophical concepts, being able to communicate well, all of those factors are things that law schools are gonna be looking for, and that can help you in that as well. So completely agree with you there, but I was interested to just kind of get your perspective now that you are a number of years out from that and looking back itself. Now you made 2 different transitions into 2 different types of programs, 2 different schools that offered you 2 different types of education, because the way that they teach you in a PhD program is going to be very different than the way that they teach in a law program. And as you made those distinct transitions into those different schools, into those different types of programs, you had to find ways to set yourself up for success, both at the beginning and throughout the entire journey. Can you talk to me about what you had to do to set yourself up for success in both of those situations? Paula Nas [00:10:40]: So I think it was easier to make the transition between undergrad degree to PhD because it's a very similar kind of program as you know. It's really good to find a group of cohorts that you can trust and work closely with. The transition to law school was a little more difficult, much bigger programs. We were separated into classes of maybe a 100 each, more classes during the week. But still you need to find a group of peers that you can study with, work together with, be able to trust, bounce ideas against in order to be able to succeed. But I don't really think I figured that out in law school until maybe the 2nd year, and once I figured out, everything was much easier. So I guess I would say to anybody who's making that transition, don't give up because eventually it's going to fall into place. But it does take a little time to get the hang of it, I would say. Paula Nas [00:11:30]: The other thing is going back to my experience at U of M Flint, excellent professors, small classes, we were really encouraged to do our absolute best. Then I really have to also, in addition to the economics department, give a shout out to the honors program. But the time and still now, a lot of our research capabilities and our discipline and writing abilities can be attributed to some of the lessons and some of the information we get in the honors program. So they were also instrumental in my college graduate school and postgraduate school success. Dr. Christopher Lewis [00:12:03]: You went on, you got involved as a lecturer. You've worked for the University of Michigan Flint for quite a few years. And you're utilizing your degrees in different ways, both as a educator as well as in your role in outreach for the university itself. So both of these programs prepared you in different ways. But as you look back at the education that you got in that PhD program, and the law degree that you received, how do you feel that the graduate degrees helped you to prepare for the work that you're doing today? Paula Nas [00:12:37]: I think I had a very broad education, starting with the honors program and then several different fields within economics, and then moving on to law. I mean, all of those apply to everything I'm doing today. And as you think about it as a student, an undergrad, sometimes you're just trying to graduate. You're trying to get through the next exam. As you approach graduate school, school, I think really things really have to change. So in my mind, you really have to think about not real specifics. You need to be more of a generalist, I would say, and really think about what the bigger picture is. And I tried to absorb what I needed to, not just what I was learning that day. Paula Nas [00:13:12]: So I reached out to different friends, different faculty, different community and business organizations, and those connections as I was in school, working together side by side, not just reading the textbook, but applying it to real world situations. I think that's what really helped me along the way, and it continues to help me. So I've noticed since I have the position in what was the Office of University Outreach, now the Office of Economic Development. I use those skills on a daily basis. You think when you're in graduate school or an undergrad, started with, how important it is to have learned those skills along the way. You start to realize as you pivot and as your journey continues, often far away from what you started with, how important it is to have learned those skills along the way, and you really start to value them as you get farther and farther in your career and in your public life. I also served on a local city council, and... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32249267

Embracing the Journey: Dr. Shanna Haver's Path from Social Work to Occupational Therapy 07/22/2024

Embracing the Journey: Dr. Shanna Haver's Path from Social Work to Occupational Therapy Pursuing higher education is often seen as a straight path, but for many, it is a winding journey filled with unexpected turns. In this week's Victors in Grad School podcast, joined us and shared her enlightening journey from social work to earning her doctorate in . Her experiences impart valuable lessons for anyone considering graduate school, especially those contemplating a career pivot. From Social Work to Occupational Therapy: A Non-Linear Path Dr. Shanna Haver began her educational journey studying social work at Eastern Michigan University and gained extensive experience working with Catholic Social Services and the shelter system in Ann Arbor. However, discontentment with the systemic limitations of social work led her to a transformative sailing trip, sparking her passion for occupational therapy. She realized she wanted to pursue a doctorate, drawn by the promise of deeper knowledge and broader opportunities to impact people's lives directly. "As a social worker, people were coming to me for resources that I had no control over...as an occupational therapist, your brain is that tool," Dr. Haver elaborated, emphasizing the empowerment this new role provided her. Choosing the Right Program Deciding on the University of Michigan Flint's Occupational Therapy Doctorate (OTD) program was not an arbitrary choice. It was the first of its kind in Michigan and relatively close to her home in Ypsilanti. Factors such as program structure, curriculum, and faculty expertise played significant roles in her decision. "I realized that it's only six more months [for a doctorate compared to a master's]... it gives you the tools and empowerment," she noted, highlighting that the additional commitment was well worth the knowledge and authority the doctorate conferred. Thriving Amidst the Pandemic: Challenges and Adaptation Starting her program in the thick of the COVID-19 pandemic, Dr. Haver had to adapt to a predominantly online learning environment. She emphasized the importance of understanding one’s learning style to succeed in such challenges. Whether through creating a dedicated study space, forming study groups, or maintaining a routine, she underscored the need for flexibility and perseverance. "Learning your learning style, dedicating to your tasks, and not allowing yourself to fall into procrastination... were essential," Dr. Haver advised, shedding light on the many ways she ensured she stayed on track. Using Past Experience to Fuel Future Success Dr. Haver’s diverse work background—from bartending to social work—provided her with a unique perspective and skill set, which she leveraged throughout her academic journey and beyond. Her varied experiences allowed her to connect with people more effectively and navigate different professional scenarios with ease. "My background is so vast...volunteering with children with special needs to bartending, these experiences shaped my passion for helping people," she explained, showcasing how every job she held played a role in her development. Post-Graduate Success and Ongoing Learning After earning her OTD, Dr. Haver took on multiple roles, including home health occupational therapist and consultant. She continues to evolve, working on a patent and conducting research, demonstrating that learning and professional development are continuous processes. "The program prepared me for knowing a little about a lot...it's up to you and your professional development plan to always keep growing," she said, reflecting on the lasting impact her education has had on her career. Tips for Future Graduate Students Drawing from her journey, Dr. Haver offers practical advice for those considering graduate school: Understand Your Learning Style: Identify if you are an in-person or visual learner and tailor your study habits accordingly. Stay Organized and Proactive: Use tools like checklists to manage assignments and track your progress. Leverage Your Network: Don’t hesitate to reach out to mentors and peers. Building a supportive network is crucial. Keep Your Long-Term Goals in Mind: Remember why you started and stay focused on your end goals, even when the journey gets tough. Embrace Lifelong Learning: Accept that graduate education is just the beginning. Keep pushing the boundaries of your knowledge and skills. Dr. Shanna Haver’s story is a testament to the power of resilience, passion, and continuous learning. For those contemplating graduate school or a career change, her experiences provide a roadmap for navigating the complexities and finding fulfillment through education. Whether you're at the beginning of your journey or well on your way, her insights remind us that growth often comes from taking bold steps outside our comfort zones. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. This week, as always, you and I are on a journey together. We have an opportunity every week to be able to look at this journey that you're on. And I say journey because it is a journey. And you might be at the very beginning thinking about graduate school, thinking about, is this the right thing for me? Should I do this? I don't know how I'm going to do this. You might also be in grad school already and looking to be able to push through and get to the end. Dr. Christopher Lewis [00:00:46]: And you might be toward the end where you see that light at the end of the tunnel, getting ready for your career and being at that point where you're making that next step in your professional journey. No matter where you are, it is a journey. And there are things that you can do to be able to prepare yourself well, to find success in that journey. And that's what this podcast is all about. It's all about helping you, providing you with resources, and allowing you to learn from others that have gone before you, that have gone through graduate school, found success, and have some resources, have some tips, have some things that they can share with you to help you in this journey that you're on. Really excited every week also to bring you different guests, different people that have gone before you, that have had the opportunity to go to graduate school, have come out on the end being successful. And today is no different. We have another great guest with us today. Dr. Christopher Lewis [00:01:39]: Doctor. Shanna Haver is with us today. And today we're gonna be talking to her about her journey. She got her doctorate degree in occupational therapy from the University of Michigan Flint. We're going to talk about that journey that she went on to be able to find the program that she wanted to go into, find the career that she wanted to go through and go into, and be able to give you some resources, give you some ideas, some thoughts, some tools for your toolbox that you can use to be able to help yourself in the future. Shanna, thanks so much for being here today. Dr. Shanna Haver [00:02:08]: Thank you, Christopher, for having me. Dr. Christopher Lewis [00:02:10]: I really appreciate you being here today. And I love being able to start our episodes with an opportunity to turn the clock back in time. And I know that you did your undergraduate work at Eastern Michigan University. You were studying social work. And at some point during that journey, at some point during that experience there, or even during your time at Oakland Community College studying sign language, you had an opportunity to be able to think to yourself, I wanna go further. I wanna continue my education. And you decided to go into occupational therapy. I guess, 1st and foremost, take me back and talk to me about what it was that made you first decide that you wanted to go to graduate school? Dr. Shanna Haver [00:02:51]: Yeah. Of course. So my journey is not linear. It is not typical. I graduated in 2013 with my undergrad in social work at Eastern Michigan University. And from there, I started my social work career working with Catholic Social Services, working with what they call core morbid clients that are dealing with both the mental health diagnosis as well as a substance abuse, diagnosis, and then transitioned into working for the shelter system. So working for the Delaunay Center in Ann Arbor where I was the service center coordinator. So working with people that would come in and not necessarily have a residential bed at the shelter, but still wanna do participate in that program as far as ending their homelessness. Dr. Shanna Haver [00:03:34]: And then I transitioned to working for community mental health here in Washtenaw, and I wasn't there for months. And I was like, this is not what I'm here to do. I found myself just completing a lot of paperwork and being told I was doing too much. So went back to the shelter and stayed there for the better part of 7 years. And I like to brag that the nonresidential program that I was a part of actually housed more folks than those in the residential program. So when consumers would come, I'd always tell us, like, my goal is to get you in your own bed before a bed here becomes available. So helping working on that social work empowerment. I was given the opportunity to go on an adventure with a friend who called me up and was like, hey. Dr. Shanna Haver [00:04:16]: I know you like sailing and we're taking a tall ship from Maine to Key West in October. And it's like, okay. I got some weeks I can, you know, plan out. Let's go for it. Somehow, 2 weeks turned into a month because of weather, and I was really just finding myself 100 miles offshore with nothing but horizon horizon and maybe a few freighters on the tall ship Appledore 2, where I really just kind of found myself falling in love with the water, falling in love with the waves and how nothing else mattered on shore. Even though in the back of my head, it's like, oh my gosh. I'm gonna get fired because I told my manager I was only gonna be gone for 2 weeks, and this adventure has taken the better part of a month. And so, long story short, got to Key West, came back to the shelter, and I was at Delaunas for about 2 more months and realized that this cubicle position in a county organization was just not for me because I was frustrated. Dr. Shanna Haver [00:05:10]: And I was frustrated with being a social worker and having all of these tools to help someone better their situation and empower their moments, but only really being as effective as, I guess the resources I had access to was really kind of my glass ceiling that I kept hitting. So realizing that when I was going for like clinical team meetings at hospitals, it's like, oh, you're a social worker. They're like, no. I'm an occupational therapist, but people don't need job coaching. Like, they already have a job. And then that's when I learned, like, what an actual occupational therapist did and how it's so much more than just the perceived notion of job coaching. So decided to pursue master's degree. And when I was doing my shadowing, I always like to ask my peers. Dr. Shanna Haver [00:05:52]: It's like, hey. You know, what was the 1 thing that you wish that you would have done differently in your educational career or in the beginning of your, you know, actual career after graduating. And 2 people specifically stated they wish they went all the way for their doctorate. And so that's where I discovered that University of Michigan Flint was actually 1 of the first doctorate programs in Michigan, and it actually wasn't that horribly far away from Ypsilanti, Michigan. So that's where I decided to pursue my doctorate in occupational therapy. Dr. Shanna Haver [00:06:18]: And that was really 1 of the other questions because there are opportunities to be able to get both a master's, an MSOT, a master's in occupational therapy, as well as a doctorate in occupational therapy. And the University of Michigan Flint was the first program in the state of Michigan, but it sounds like the 1 of the main factors in your decision was that, was looking for that OTD versus the MSOT. Were there any other factors that you thought of, that you considered as you were looking at different programs for for yourself? Dr. Shanna Haver [00:06:46]: Sure. I just I realized being in my thirties, I mean, I started my OT program when I was 33, and I was like, this is it. Like, we're not changing careers again. My early life crisis is going to be the only 1 that I have. And so just kind of looking at the opportunities of an MSOT and an OTD and realizing that it's only 6 more months. I mean, granted, the program is there's nothing about that program that is only it was very intense, but it gives you the tools and the empowerment to be like, okay, if you don't know it, here's the skills that you need to hit the research, hit the medical literature, the networking opportunities of doing all the different outings and engagements with the program to help empower you to be that resource. So the 1 thing that was frustrating as a social worker is that it seemed that unless you're going into therapy, your resources in the community was actually what measured your impactfulness, where as an occupational therapist, your brain is that tool. So if it's not enough, it's up to you and your professional development plan to always keep growing and always keep learning. Dr. Shanna Haver [00:07:49]: You know, even now just as a new a new OT in the career, it's like I'm finding myself in situations that weren't necessarily covered all in-depth during the program. So I'm reaching back out to my mentors. It's like, where can I find more information about, you know, this diagnosis, this condition, these interventions? And it's all at your fingertips. You know, you hit the literature, hit the research, hit your networking and your peer supports, and you are the resource. There is no glass ceiling. Dr. Christopher Lewis [00:08:14]: So you made the choice. You decided to change careers, move from social work into occupational therapy. You jumped into that program. That program is a full time program. So you go in with a cohort of other students, and you're working along for those 3 years as you're learning about becoming an occupational therapist, building those skills to prepare yourself for the future. As you made that transition in and you were identifying for yourself some of those first and foremost things, talk to me about what you had to do to set yourself up for success. And what did you have to do to maintain your success throughout the graduate program, especially after not being in school for a number of years? Dr. Shanna Haver [00:08:58]: The preparation was nothing of what I expected because I started this program in August of 2020. So we were in full blown pandemic and being a new program and everyone not knowing what to do with the pandemic, it was a lot of ebb and flow. So I met my faculty and my cohort on a Zoom call, and then I quickly realized that I do not have the attention to sit at the computer and look at a screen. I am an in person learner. I'm a hands on learner. So having to, first off, figure out what type of learner you are, what do you require from your educators, what do you require from your classmates to support you. And then also working from home as a student into making that space, making that routine. So I was lucky enough to have a home where I could be like, yep. Dr. Shanna Haver [00:09:46]: This is my desk. And when I sit down and sit at this computer, I'm going to stay here for x amount of time until I get these tasks done. And then just having that having that dedication to your tasks and not allowing yourself to just fall into that procrastination. Because if there's anything that I can tell anyone that wants to go under a doctorate program, you will get overwhelmed by the list of assignments and projects and having multiple different group projects going on at the same time. I've never had such a heavy caseload as I did in the doctorate program, but I also look back on reflecting it is that just giving myself grace because we were going through a pandemic. We're being forced to learn in a non typical way, and our only on campus learning for the 1st semester was our anatomy lab, but then our anatomy lecture was online. And so it was very interesting. So I would say learning your learning your learning style, you know, what type of learner are you? I realized that I couldn't just sit and read. Dr. Shanna Haver [00:10:44]: I needed to print out, highlight, handwrite, whether that was handwriting on my tablet or just taking the time to do that, you know, manual writing because I knew that's how I was gonna retain information. And then also just working out a core study group with my classmates because everything was online and on screens. It's like, I I just don't wanna be at screens anymore. They wanna be in person. So then getting that group together that you can actually sit and teach each other and ask questions and bounce questions off of. And I guess the last part would just be to remember that your instructors are humans too. They didn't just magically appear as instructors knowing everything. So getting to know your instructors journey? Or what was 1 thing you wish you did? So that would be where I would start. Dr. Christopher Lewis [00:11:31]: So as you're going through this program, you already have had a career, you have a different career, a different pathway that you'd studied prior to going into occupational therapy. Not every student is going to take that leap to be able to pivot and to move in a different direction. I'd love your perspective. And as you were going through this program, how did that background in social work, how did that work experience help you to find success? And how did you draw from that past experience to, again, find success in that journey that you were on? Dr. Shanna Haver [00:12:06]: My background is so vast. I if you were to look at my resume before I became a social worker, it was eclectic. Eclectic. I was a jack of many trades, master of nothing. Everything from bartending to hotel front desk work to working in a quick lube shop to being working at CVS. It was it was all over the place. And so taking my varied background of knowing a little about a lot and realizing that I love engaging with people. I mean, even as a 14 year old, I volunteered with it was a 4 h project program called Bloom, where I believe I was 14, 15. Dr. Shanna Haver [00:12:43]: We're volunteering with children that were at the local, what they call a focus school or special ed program. And all we did was plant flowers together. So I think that's kinda where I got my passion of wanting to help people, and I've always wanted to people. It's always been kind of a personal motto of leave something better than how you found it, and that includes people also. And so realizing as a social worker that people were coming to me for resources that I had no control over. It's like once this financial pot has ran out, I'm really just sitting here kind of pointing you in directions, but not really benefiting you, so to speak, because I did not wanna go into therapy. And that seemed to be the focus of social work is that you didn't wanna focus on resources that you were basically utilizing, then you had to go into therapy. So as an occupational therapist, I mean, OTs, they deal with everything, daily activities, whether it's like completing tasks or organizing or problem solving, decision making, controlling emotions, any of those, like, life management skills and anything that helps with creating, like, those coping... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/32023497

Achieving Success and Navigating Challenges in Graduate School With Dr. Justin Grimes 07/15/2024

Achieving Success and Navigating Challenges in Graduate School With Dr. Justin Grimes Discover the keys to success in graduate education, making informed decisions, and leveraging resources effectively. Graduate school can be both a thrilling and daunting journey, filled with challenges and opportunities that require strategic planning, resilience, and a clear set of goals. In a recent episode of “Victor's in Grad School” hosted by Dr. Christopher Lewis, Dr. Justin Grimes shared his rich experiences and valuable insights into what it takes to navigate graduate school effectively. Below are key takeaways from the episode, expanded to help you prepare for your graduate journey. The Decision to Pursue Graduate Education Dr. Grimes’ educational journey started at the University of Arkansas, where he realized his passion for student affairs. Initially interested in computer science, he pivoted to student affairs after attending the NASPA conference in Washington, D.C. The experience was transformative, helping him see a future beyond a cubicle-bound career, and eventually led him to pursue advanced degrees. His decision underscores the importance of discovering your true interests and aligning them with your career goals. Key Points: Exploration: Attend conferences and networking events to discover career paths. Passion: Align your graduate studies with what energizes and interests you. Mentorship: Seek advice from mentors who can guide your academic and career decisions. Transitioning Through Different Degree Levels From undergraduate to master’s and then to a doctorate, each degree level demanded different skills, expectations, and adjustments from Dr. Grimes. His journey also highlights the importance of adaptability, a support system, and resilience. The transition also involved making a strategic choice to stay at the University of Arkansas for his Master's due to familiarity and resources before moving on to the University of Georgia for his PhD due to networking and alumni experiences. Key Points: Adaptability: Be ready to manage increased workloads and deeper academic engagements. Support System: Leverage familial, collegial, and professional networks to navigate transitions. Adaptability: Embrace and adapt to the unique demands of each educational level. Importance of Asking the Right Questions Inspired by his journey, Dr. Grimes authored a book titled “20 Questions to Answer Before You Apply to Graduate School.” This resource addresses the myriad of questions prospective graduate students often overlook, such as funding, degree requirements, and long-term career goals. By addressing these questions early, students can make more informed decisions and avoid common pitfalls. Key Points: Informed Decisions: Assess your personal and professional goals against the realities of graduate education. Financial Planning: Understand all financing options and create a realistic budget. Resources: Utilize books and guides to navigate the application and preparation process. Overcoming Challenges and Achieving Success The road to a graduate degree is littered with academic and personal challenges. Dr. Grimes candidly shared how he had to tackle personal setbacks, like managing his father’s health issues while pursuing his PhD. His advice revolves around accepting the reality of difficulties, planning for them, and finding ways to manage them effectively. Key Points: Resilience: Cultivate a mindset that can withstand academic and personal upheavals. Planning: Be proactive in planning for both expected and unexpected challenges. Community: Engage with academic communities to find support and encouragement. Innovating Through Knowledge and Networking One notable aspect of Dr. Grimes’ journey is the way he used his degree to bridge gaps between academia and professional practice. His work involves not only understanding but also reformulating academic insights to benefit those outside traditional academic circles. Key Points: Bridging Gaps: Use your graduate education to translate complex ideas into practical applications. Networking: Build relationships within and beyond your academic community. Continuous Learning: Embrace lifelong learning and be open to new opportunities. Tips for Success in Graduate Education To conclude, Dr. Grimes shared a few essential tips for those considering or currently in graduate programs: Clarify Your Goals: Understand why you are pursuing graduate education and how it fits into your career trajectory. Budget Wisely: Financial planning cannot be overstated. Know your expenses and funding sources. Skill Assessment: Identify your strengths and skills to better position yourself for academic and professional success. Support Networks: Build and maintain strong support systems both in and out of academia. Enjoy the Journey: Amidst the stress, find moments to celebrate your progress and enjoy the learning experience. Graduate school is a deeply personal journey filled with growth, discovery, and the occasional setback. As Dr. Grimes' experiences highlight, success in graduate education is not just about academic excellence but also about making informed choices, fostering resilience, embracing change, and building strong support networks. For those taking the plunge into graduate studies, his book, “20 Questions to Answer Before You Apply to Graduate School,” is a must-read to navigate this transformative journey effectively. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:12]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. Every week, I love being able to sit down with you, talk to you, work with you as you are either looking at the possibility of grad school, going through graduate school, getting ready to graduate from grad school. No matter where you are, everybody is on a journey as you consider this thing called grad school. And you don't have to do it alone. And that's the thing that every week I try to bring to you and I try to impardon you is that there are so many people that have gone before you, that have had similar experiences, different experiences, doesn't really matter because they've gone through grad school. They've experienced it. Dr. Christopher Lewis [00:01:00]: They've learned, and they've lived it. And through that, they've been successful. That's why every week I love being able to bring you different guests, different people that have different experiences that they can share with you that'll help you on the journey that you're on. This week, we got another great guest with us today. Doctor Justin Grimes is with us today, and doctor Grimes is the owner and chief executive officer of Stick With It LLC. And we're gonna be talking about his own journey in going through graduate school as well as a brand new book that he wrote called 20 Questions They Answer Before You Apply to Graduate School. And we've talked about things to think about, things to consider, but I'm always looking for more resources, so here's another resource for you. So we're gonna talk about that too. Dr. Christopher Lewis [00:01:46]: Justin, thanks so much for being here today. Dr. Justin Grimes [00:01:48]: Thank you so much. I really appreciate the opportunity. Dr. Christopher Lewis [00:01:50]: It is my pleasure. Really excited to have you here today and to learn a little bit more from you. And first and foremost, I love turning the clock back in time, so I'm gonna go back. Quite a few years, I wanna go back to the University of Arkansas. You did your undergraduate work at the University of Arkansas. And at some point during that work on your bachelor of business administration and working on some studies in computer science, you made a decision. You made a decision that you wanted to continue on and get a master's degree. Talk to me about what was going through your head and why you made the choice that you wanted to get that graduate degree? Dr. Justin Grimes [00:02:29]: You had a unique opportunity very early on to attend several conferences and events. And one of those that I attended for those who work in higher education, particularly in student affairs, was the NASPA conference. I went to my first National Association of Student Personnel Administrators conference in Washington, D. C. My first time in D. C. And fell in love with this field of student affairs. And upon working through my undergraduate degree, I realized pretty quickly that the career path I was on at the time was going to likely put me in a cubicle. Dr. Justin Grimes [00:03:11]: And as a very social individual who likes to be around people and gets energy from that, I decided that I needed to consider another option. And that NASPA conference confirmed for me that that field of choice needed to be student affairs. So recognizing that my entry into student affairs for many positions was going to be meeting the requirement of having a graduate degree. So I decided to, like many people, apply to a graduate program, take the GRE. Unfortunately, I didn't do well. I didn't really spend a lot of time preparing. In full transparency, I just believe my arrogance and presence was enough to get me in. I didn't have a stellar GPA. Dr. Justin Grimes [00:03:51]: I I tell people my academic story starts with me in my 1st semester getting a one point 66 GPA and getting placed on academic probation. And the next semester getting a 3.33 GPA. And so I didn't have the GPA necessarily to meet the qualifications, but I've had the tenacity, the resiliency, and the drive, and the willingness to say, you know what? Let's go for this goal. And, plaque for a master's program in student affairs at the University of Arkansas and I got told no. And I'm really thankful to that faculty member who met with me and said this might not be the right program in terms of getting you into the field but considering another option. Consider workforce development education. They have 2 tracks. 1 is wor, human resource development education. Dr. Justin Grimes [00:04:40]: One is adult education. Which one would you be interested in? And I'll connect you to the department head. And I thought that in the event that this student affairs, higher education trajectory doesn't work out for me, the idea of hiring, firing, and training people seems really interesting to me. So let me go with that route. And I did the program. It was a online master's program, but I decided to take some classes in class because I love the classroom and thought that a good class to take in class is research. So I finished my master's degree at the University of Arkansas, the same place I did my bachelor's degree and started my entry into student affairs. And that's what made me say, in order to get to this field, you've gotta get your master's degree. Dr. Christopher Lewis [00:05:25]: You kind of answered my next question, which really comes down to, as you are thinking about your graduate degree, your your master's degree, why you chose to stay at the University of Arkansas. But you kind of answered that. So I'm gonna pivot a little bit because you you decided after a few years of working that you went from the master's degree, your master's in works workforce development, and you decided to go back to school. And you decided to work on a doctorate degree, a PhD, this time in college student affairs administration. So we heard your story about not getting into that that college student personnel or college student affairs program and master's degree, but you did get into a doctor doctor degree, and you chose to go to the University of Georgia. So talk to me about going into the workforce, but then making that next decision to go back to school. What were the impetuses for you to want to do that? And why the University of Georgia? And why a PhD in this area? Dr. Justin Grimes [00:06:30]: After graduating with a master's degree, I started my student affairs journey, professional journey, full time working in residential life. A lot of people who start in the student affairs get into this particular area within the field and I enjoyed it. You know, being able to impact and have an opportunity to shape, mold, and work with another generation of up and coming students who were really excited about the things they were gonna do with their degrees kept me intrigued and working in the field on top of going in to events and conferences and staying engaged. And I worked at the University of Central Oklahoma for 3 years and then decided that, you know what? I spent enough time as a RD, as a residential, RC at the time, residential coordinator. So now it's time to go to another position. And I went to the University of Oklahoma in a role where the title doesn't matter, the work is what matters more. And and so within that, while I was there, I met had a lot of colleagues who were interested in pursuing doctoral degrees. Also at this time, I recognized that for some doctoral programs, you needed to have at least 3 years or more work experience. Dr. Justin Grimes [00:07:40]: And so as I'm learning and having conversations with colleagues and friends who are going back to get their doctoral and was told no again. And so not that one but another one. And in, you know, in all honesty, what led me to really think about where I was and what was gonna be next in my career was talking to mentors. Many of them pouring into me still saying, you can go to be more in this field. You can do more in this field. And I had a vision and a goal to be a dean of students. A lot of my mentors were dean of students or vice presidents of student affairs or college presidents, and I wanted to be at that position. And so I knew the qualification for many individuals who were going to who wanted to do that was to get a doctoral degree. Dr. Justin Grimes [00:08:33]: Happened to be working at an institution that offer programs but I sided decided that I think now was the time to go do something else, to go somewhere else. And so as I was looking at different programs, what appealed to me at the University of Georgia, 1, I had a mentor who graduated from the University of Georgia who I held in high regard and respect still very much to this day. He was a graduate of the institution. 1 of my fraternity brothers, I'm a member of Alpha Fraternity Incorporated. And one of my fraternity brothers was working in, the Greek life office at the time as a full time part time graduate student in the program and full time employee and having a phenomenal experience. But what really solidified it for me was going to yet again a NASPA conference. And while there, I met 3 current students, now alums of the program, who each were doing different conference presentations and I met them and they were 3 completely different people, personalities, styles, dress, appearance. Everything about them was very different. Dr. Justin Grimes [00:09:33]: And then they did a concurrent session with another good friend of mine. And I said, all 3 of you all are in the same program? And they say, yes. I said, Sign me up. So I then started my my road back to applying to grad school, taking the GRE, really working through more intentionally this time, my preparation for applying to graduate school. Hadn't been or visited the institution. Didn't even know it was in Athens, Georgia. I knew it was in Georgia, but I didn't do my due diligence in that way. But applied to the program and was really, really interested and got admitted into it and decided that, yeah, I think I'm a go. Dr. Justin Grimes [00:10:10]: But at Georgia, they had this program called Acceptance Students' Day. I took that event as an opportunity to go visit the campus, to go sit in a class with one of the faculty members, to meet them in person, and to really gauge and see myself living in Athens, moving across the country a little bit, a few states, and saying confirming for me that this was the decision I needed to make. And those 3 days, I decided, yes, Georgia is where I'm going to go and was connected with a lot of resources to support to help me in that transition. Dr. Christopher Lewis [00:10:45]: So let's talk about transitions because I know that with every different degree that you go in, there are transitions. There are things that you have to learn either before or as you go in that are going to be pivotal in how you are able to start your path on the right foot and being able to then build those strategies that'll help you to be successful throughout the entire program. Going from undergrad is very different than being in a a master's degree is very different than being in a doctoral program. The expectations are different, etcetera. As you think back to the different transitions that you went through and you look at the endpoint, you were very successful. A your success throughout grad school? Dr. Justin Grimes [00:11:36]: So one of the first things is learning to adapt the mentality of being a scholar, of being a graduate student. It as you've already stated, the expectation of this process, of this experience is much more. The second thing I had to adapt to and really learn to be successful in initially starting is managing the volume of work, particularly at the doctoral level. You are reading a lot. You are consuming a lot of information. And the expectation of your ability to come to an engaging, 1st couple of weeks to take that on, And that can be a lot in the 1st couple of weeks to take that on while you're also, for me, navigating living in a brand new city, living in a brand new state, managing some homesickness. Even though I hadn't lived in the state of Arkansas for 5 years at that point, that was still home for me. And so being away from there, the other part of the transition for me is relying on and knowing that I had support systems who were going to be with my family. My father who was living at the time, health was not the greatest during my time of being at the University of Georgia. And so I'm now 8 and a half, 9 hours away. That's not a way you can you can't get a phone call and just drive down quickly. You really got to think through some things. And so that was a challenge for me. Dr. Justin Grimes [00:13:04]: The financial aspect. I feel like I did not make a good financial investment initially in terms of planning through how I was gonna pay for this. I took out way too much of student loans my first couple of years. And so getting that amount of money at one time and trying to think through how I'm going to manage that over the course of a semester or the entire year was a transition for me. And then the last point is really understanding academic research at the graduate level. I immediately, as a part of the program, was joined into a research team, a research team that was already off and running with reviewing data. They already had IRB approval. These are words of which I had no prior knowledge of, or experience with extensively. Dr. Justin Grimes [00:13:50]: And so that was very new for me and that was hard. And so I felt a lot of times that I was just coasting through, hoping to not be seen. And the point where I started to be successful happened during the point when I recognized and made a decision for myself that you can be seen, you can show up in the version that you are at the place that you are. This is not a competition. That program has a community model, not necessarily a cohort model. So we start together for the 1st year or 2, but after that, we can take different classes. We may in we may exit at this this position of being a doctoral student or to candidacy and graduation in different places cause they're a full time and part time students. And so the class... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31609422

From Nutrition to Public Health: Kim Snodgrass' Inspirational Path to a Master's Degree 07/08/2024

From Nutrition to Public Health: Kim Snodgrass' Inspirational Path to a Master's Degree In the latest episode of Victors in Grad School podcast, Dr. Christopher Lewis introduces us to , a current student at the . Kim’s story is an inspiring testament to perseverance, resilience, and the unyielding spirit to succeed, even after two decades away from the academic world. This blog post delves into her journey, highlighting the challenges she faced, the support systems that guided her, and the lessons she offers to others aspiring to excel in graduate school. The Decision to Return: A Leap of Faith Kim Snodgrass’s academic journey began over 20 years ago at Marygrove College, where she earned a Bachelor’s of Science in Human Nutrition and Foods. Following the sage advice to gain work experience first, Kim spent two decades serving her community through various public health roles, notably within women and infant health programs. It was this hands-on experience that reignited her passion for public health and solidified her decision to pursue a Master of Public Health (MPH) degree. Choosing the Right Program: Why Public Health and Why U of M Flint? When Kim decided to return to school, the choice of a Master of Public Health was clear. Her work underscored the importance of addressing social determinants of health—factors like socio-economic status, education, and environment that significantly impact health outcomes. This alignment with her professional experience and aspiration to serve underprivileged communities made the MPH program a natural fit. For Kim, the University of Michigan Flint stood out for its welcoming community and supportive environment. Unlike larger, impersonal institutions, U of M Flint offered a family-like atmosphere reminiscent of her undergraduate experience at Marygrove College. This sense of community and belonging played a crucial role in her academic success. Overcoming Obstacles: Embracing Challenges in Graduate School Returning to graduate school after a long hiatus posed significant challenges, from mastering new technologies to navigating different academic requirements. Kim’s primary mode of learning in her undergraduate years had been in-person, but now she had to adapt to online learning platforms like Canvas. The transition was daunting, but U of M Flint’s IT support staff played a pivotal role, patiently guiding her through each step. The challenges did not stop there. Courses like biostatistics proved particularly tough, but with proactive communication and seeking help, Kim turned potential roadblocks into building blocks. She reached out to her professors, took advantage of tutoring services, and relentlessly pursued academic excellence. Building a Support Network: The Mentor Collective One of the invaluable resources that Kim credited for her success was the Mentor Collective at U of M Flint. Initially, she was mentored by someone who helped her navigate the intricacies of her program. This mentorship was so impactful that Kim eventually became a mentor herself, guiding others through similar struggles. This support network provided not only academic assistance but also emotional and motivational support. Practical Applications: From Classroom to Community The knowledge and skills Kim gained in her MPH program have had a direct impact on her professional life. Working as a dietitian in Detroit, she applies her understanding of social determinants of health to better serve her clients. Questions on her nutrition assessments now include social factors, enabling her to make more informed referrals and provide comprehensive care. Tips for Future Graduate Students: Setting Up for Success Reflecting on her journey, Kim offers several tips for prospective graduate students: Research Programs Thoroughly: Understand what each program offers and ensure it aligns with your passions and career goals. Engage with Campus Life: Participate in fairs and events to build connections and immerse yourself in the community. Build a Supportive Network: Surround yourself with peers who uplift you. Engage with mentors and professors proactively. Utilize Campus Resources**: Take advantage of tutoring centers, writing centers, IT support, and other services offered by the institution. Stay Passionate: When challenges arise, remember why you chose this path and let that passion drive you forward. Kim Snodgrass’s journey through graduate school is a compelling narrative of resilience, support, and relentless pursuit of knowledge. Her story underscores the importance of a supportive academic environment and the power of community in overcoming obstacles. Aspiring graduate students can draw valuable lessons from her experience, using her strategies to pave their own paths to success. As Kim continues her journey, aiming even higher with aspirations for a doctorate, her story remains a beacon of inspiration for all those embarking on their academic adventures. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan Flint. Really excited to have you back again this week. And as always, I know that you're on a journey. You are on a journey to either get into graduate school, get through graduate school, get out of graduate school. There's lots of places that someone may be as you're listening to this. And I love being able to talk to you every week to learn a little bit more about the journey that you're on, but also to help you and to offer some resources, some advice, some things that may be able to make that journey a little bit smoother. Every week, I love being able to bring you different people, different people that have gone to graduate school, that are in graduate school now, but are working their way through or have gotten out of graduate school that are sharing their experiences with you. Dr. Christopher Lewis [00:01:10]: Because it's important. It's important to be able to listen, to learn, and to be open to seeing ways in which others have gone along that path, have found success in that path, may have struggled in that path, but they've picked themselves up and found that success in the end. That's why every week I do bring you different guests, different people with different experiences that can share that with you. And they come from all walks of life. They come from all types of educational programs. But no matter what program that they're on, they all had to do something or many things to be able to find the success that they wanted in their graduate school journey. And that's what I'm trying to make sure that you can take out of every episode. And that's why every episode brings you different people. Dr. Christopher Lewis [00:02:08]: So this week, I am really excited to be able to bring you a brand new guest. Kim Snodgrass is with us today, and Kim is a current master of public health student at the University of Michigan, Flint, and she did her undergraduate work at Marygrove College and along the way ended up in the master's of public health program. So we're gonna be talking about that journey, learning a little more about her, and I'm really excited to have her here. Kim, thanks so much for being here today. Kim Snodgrass [00:02:36]: Thank you for having me, doctor Lewis. It's such an honor and privilege to be here with you on this podcast. Dr. Christopher Lewis [00:02:42]: Well, it is my pleasure having you here today. Really excited to be able to talk with you today and learn a little bit more. And one of the things that I love to do first is to turn the clock back in time. I wanna go back to those undergraduate years. You did your undergraduate years back at Marygrove College. And at some point, it might have been during undergrad. Maybe not. May have been after a few years of working. Dr. Christopher Lewis [00:03:05]: You made a choice. You made a choice to go to graduate school. Talk to me about that progression, that journey, and what led you to decide that going and getting that master's of public health was the right choice for you? Kim Snodgrass [00:03:20]: Absolutely. So my journey started over 20 years ago. I attended Marygrove College, which is a small Catholic college that was in Detroit, Michigan, and I pursued my bachelor's of science in human nutrition and foods with a concentration minor in natural sciences. And so people always say don't go to grad school right away. Just work for a while, see what you're passionate about, and that was absolutely the best advice because I really didn't know what I wanted to get my master's degree in. I looked at getting a master's of nutrition, but that wouldn't have gone very well for me because I'm more in the community public health space. That's where I can be utilized the most and where I like to be. So I was out of school for 20 years, which is a very long time, and I decided, hey, I need to go back for my master's degree, and public health would be a wonderful, degree for me to obtain. I feel that it really combines well with having a nutrition background and wanting to work in the community. I spent several years working at the infant the women, infants, and children program, which is known as WIC, and working at maternal infant health program. So they were both in the community and public health space, and so here I am. U of M Flint has been an exceptional place for me to be. Everyone's so open and welcoming. They said, Kim, you've been out of school for 20 years, but we're gonna help you. We're gonna help you. We're gonna guide you, and, absolutely, that's what's happened for me. All my professors have been very helpful. They referred me to the writing center because they know I've been out of school for a long, long time, so I was able to utilize those services. Had a couple of hard courses, biostatistics. A shout out to Doctor. Sally. That class is exceptionally challenging but U of M Flint was there to help me through their tutoring service since doctor Sally tutored me personally. And so it's just been a very wonderful journey. Kim Snodgrass [00:05:13]: One that I've recruited people to come to U of M Flint just because the program is such a wonderful program. And in being a dietitian so I've been a dietitian for 20 years. Right now, they're requiring that all dietitians have their master's degree entering into the program. I would have been grandfathered in, but I didn't wanna come along on this journey knowing that all my colleagues will have their master's degree, and I did not. And so that again prompted me to go back for my master's degree. So being at U of M Flint, I'm about halfway through with my program, and that's exciting to me. And, really, on this journey, I I realized that I love being in school. I actually wanna pursue my doctorate in public health, and so I feel that with U of M Flint, having that background, having that knowledge, and learning so much, it's really just helped me grow even in my professional career. So I'm just excited to be here. Dr. Christopher Lewis [00:06:05]: So as you mentioned, it's been a long journey. You worked for a number of years, And as you were working and identified that you wanted to do more community work, you made a decision to go to graduate school. You chose to do a master of public health. Talk to me about, 1, why a master of public health? You probably could have choose to chosen a number of different types of degrees that are out there. But why that program? And then even more so, why the University of Michigan Flint? Kim Snodgrass [00:06:35]: Well, so those are very good questions. So public health because I'm concerned about people and their social determinants of health. I'm concerned about people who are underprivileged and under represented. I grew up in Detroit, Michigan and very poor product of a single parent home. And so looking at the social determinants of health, how that affects someone, where they live, where they grow, where they work, how it affects their health outcomes, and just their life period, that intrigues me. And being able to have that knowledge to be able to serve the underprivileged and underserved population, I know that I can be a change agent, and U of M Flint has helped me to do that. And why did I choose U of M Flint? Because, hey, it's U of M. It's an exceptional school. Kim Snodgrass [00:07:21]: And when I visited the campus, I met the professors. I met, all the people there. Everyone's so open and welcoming, and so I felt at home there. I actually felt like I was back at Marygrove. It reminds me a lot of Marygrove because it's just a family type of feeling, and people really take you under their wings. They guide you. They make sure that you're on the right track. They don't leave you behind. Kim Snodgrass [00:07:44]: I feel like they're there to help you. And me having I'm an older learner. I've been out of school a long time. People didn't look at me and look at me like I was different. They say, hey. Can we know that you'll have some challenges, but we're gonna help you get through those challenges? And I am a true success story, and I just I'm so thankful to all my professors for believing in me, spending extra hours after class to tutor me on Saturdays, tutoring me. They didn't have to do that, but they wanted to pour into me because they saw my potential, and I really appreciate that. Dr. Christopher Lewis [00:08:18]: Now going back to school after 20 years of not being in school is a transition, and even going from undergrad to graduate school is a transition. There's a difference in the way that you're educated, a different difference in the way that you have to to act and to provide knowledge back to the class. Talk to me about that transition for yourself and what you had to do. As you transitioned back into graduate school. No, As you transitioned into graduate school, what did you have to do to set yourself up for success, and what did you have to do to maintain that success throughout your graduate school journey? Kim Snodgrass [00:08:59]: So, again, a really good question because I feel like I'm an in person learner. My undergraduate classes, all my classes were in person. With U of M Flint being so far for me, it's about an hour and a half drive from where I live, I'm pretty much an online student. So becoming more familiar with technology, I actually had to reach out to U of M Flint IT just to help me get on Canvas and to know how to navigate to be an online student, but they walked me through the process over the phone. They were exceptional. I was on the phone literally crying like, look. I'm a old person trying to navigate, and they were like, you don't have to worry. We got you. Kim Snodgrass [00:09:38]: And it just made me feel so at ease that they were able to walk me through the process. They would not let me off the phone until I was in the system, knew how to operate Canvas, and they made things seamless for me. Just being able to say, okay. How do I go to the online library? When I was at Marygrove, we were on the card catalog. We had to actually flip through little pieces of paper to find books. Now everything is online. So I was able to go to the library, the U of M Flint librarians helped me navigate the online library system. They helped walk me through things over the phone. Kim Snodgrass [00:10:14]: They did not leave me behind. They helped me with research. The writing center helped me a lot because the way I wrote papers in Marygrove was in the MLA style. Now pursuing my Miles per hour, I have to write everything at APA. So, again, the writing center, they will proofread my papers. They will say, hey, Kim. You did this great, but you didn't do that great, and we're gonna help you. You gotta cite your sources this way. Kim Snodgrass [00:10:35]: You have to not use a whole bunch of direct quotes. You have to learn how to paraphrase. You went to graduate school now. So from the librarians to the writing center to IT, everyone has been exceptionally helpful because they know that I needed those services and that I had challenges. So going from undergraduate being in person to graduate being online, U of M Flint made that possible, and it hasn't been hard for me at all because I've had someone walk me through the process every step of the way. Dr. Christopher Lewis [00:11:03]: Now I heard you say you struggled. And one of the things that I know you talked about was statistics. And that was something that you said that one of your faculty members really worked closely with you on. And sometimes in graduate school, you hit that proverbial wall. You hit a point where you question yourself, you question your ability in the program. A lot of times people call it the imposter syndrome. But a lot of times there is a point, whether it's in your 1st term, in the middle of your program, your last term, there probably is going to be some point where you hit that. Talk to me about that, in that struggle that you hit, and what you had to do to overcome that to come out on the back end successful in the journey that you're on? Kim Snodgrass [00:11:55]: So absolutely. So U of M Flint has this wonderful program called the Mentor Collective, and I actually had a mentor when I first started that helped me navigate through the system and learn all the things that I could utilize to be successful. Fast forward, I'm a mentor in the Mentor Collective because I had someone carry me under their wings. And so what they told me to do is if you're having problems in your classes with your professor, you need to reach out to your professor. Don't wait till the very end when you're failing to say, hey. I didn't get anything. So that was very helpful information that my mentor at the time shared with me. Going through biostatistics class, I talked to my professor. Kim Snodgrass [00:12:35]: I let her know that I was struggling, that I was not doing well, not comprehending a lot of information. So she took additional time with me after class. She took additional time with me on the weekends, and then U of M Flint also had tutoring services that was very helpful to me as well. So again, talking to my professors, engaging with tutors, no one let me fall by the wayside. They ensured my success, and you just have to be proactive. You can't wait till the last minute. If you're having a problem, you need to reach out to the appropriate people and let them know that you need help, and they will be there to help you. Dr. Christopher Lewis [00:13:09]: Now I know you're still in the program. You're working toward the end and and getting to that there's that light at the end of the tunnel for yourself. As you've been going through this program for yourself, talk to me about how you've been able to utilize the information that you are learning in the work that you do daily. Kim Snodgrass [00:13:26]: So absolutely. So being a dietitian and working in the Detroit community, I'm able to look at a patient and kinda go through their assessment, and I ask them their social determinants of health questions on my nutrition questionnaire about if a patient is struggling with food. Do you have access to food? Are you struggling with putting food on your table for you and your children? So there's questions about the social determinants of health on my nutrition assessment. If that patient is struggling, I'm able to make certain referrals for those patients. I'm able to refer them to different programs so that they can have food delivered to their homes, to their porches, even if they have transportation issues. Knowing all about the social determinants of health, what that entails, it's allowed me to become a better dietitian. It's allowed me to better service my... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31609152

Masters, Specialists, Doctorate: Ja'Nel Jamerson on Graduate Education 07/01/2024

Masters, Specialists, Doctorate: Ja'Nel Jamerson on Graduate Education Embarking on a journey through graduate school is a significant undertaking, filled with challenges and opportunities for growth. In a recent podcast episode of Victors in Grad School, Dr. Christopher Lewis sat down with , the CEO of the , to delve into Ja'Nel's educational journey and the lessons he learned along the way. This blog post will explore key insights shared by Ja'Nel Jamerson, offering valuable advice for those considering or currently enrolled in graduate programs. Falling in Love with Your Subject Ja'Nel emphasizes the importance of falling in love with your subject when pursuing a graduate degree. Whether studying law, education, or any other field, passion plays a crucial role in driving your success. By immersing yourself in your subject matter and connecting all aspects of your learning to it, you can make the educational experience more engaging and meaningful. Ja'Nel's advice underscores the value of being unapologetic about your pursuit and leveraging that passion to fuel your academic journey. Building a Strong Network Another key takeaway from Ja'Nel's discussion is the significance of building a strong network during your time in graduate school. The connections you make with peers and professors can have a lasting impact on your career trajectory. These relationships provide a support system, offer valuable insights, and open doors to collaborative opportunities. Ja'Nel's personal experience highlights how the network cultivated in graduate school can serve as a valuable resource in professional endeavors, underscoring the importance of fostering these connections. The Value of Work Product Ja'Nel emphasizes the value of the work produced during graduate studies, noting that the process of articulating and defending your ideas is instrumental in developing critical skills. The ability to construct persuasive arguments supported by data, adapt to new information, and defend your positions is essential for effective leadership. By honing these skills throughout graduate school, students can enhance their capacity to navigate complex challenges and contribute meaningfully to their respective fields. Balancing Theory and Practice A crucial aspect of Ja'Nel's journey is the balance between theory and practice. He underscores the importance of integrating academic knowledge with real-world experience, highlighting the symbiotic relationship between the two. By finding programs that honor this balance and cater to mid-career professionals or those seeking to advance their skills, individuals can bridge the gap between theoretical concepts and practical application, enhancing their impact in their professional roles. Ja'Nel Jamerson's insights offer valuable guidance for individuals navigating the graduate school journey. From fostering a deep passion for your subject to leveraging networks and honing critical skills, his experiences underscore the multifaceted nature of graduate education. By embracing these lessons, current and prospective graduate students can enhance their academic experiences, cultivate meaningful connections, and equip themselves with the tools needed for success in their chosen fields. As you embark on your own graduate school journey, remember Ja'Nel's advice: fall in love with your subject, nurture your network, and value the work you produce as you balance theory and practice. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs for the University of Michigan Flint. Really excited to have you back again this week. As always, every week, I love being able to have conversations with you about this journey that you're on. Every week, we are going through the process of looking at grad school, and looking at what does it actually take to find success in this journey? And I say journey because it is a journey. Every step of the process is going to be a little bit different for every person. And your process of going to grad school, going through grad school is gonna be different than what I went through. But there are commonalities. Dr. Christopher Lewis [00:00:58]: There are things that you can learn from others that have gone before you. And through those experiences, through what you learned from others, you can take those tools, add them to your toolbox, and help you to make good choices as you go through this process to help you find success sooner. That's why every week I love bringing you different guests, different people that have gone before you, that have gone through graduate school, and they come from all walks of life. And this week we've got another great guest with us today. Ja'Nelle Jamieson is with us today. Anyway, Doctor. Ja'Nelle Jamieson is with us today, and I'm really excited to have him here today. Doctor Jamerson is the chief executive officer for the Flint Center For Educational Excellence, and we'll talk about that journey that he was on to move to that point in his career. Dr. Christopher Lewis [00:01:52]: But we're also gonna talk about his educational journey and what it took for him to be able to get in, get through, and find success. Ja'Nelle, thanks so much for being here today. Ja'Nel Jamerson [00:02:06]: Definitely. Thanks for having me. Dr. Christopher Lewis [00:02:07]: You know, first and foremost, what I wanna do is I wanna go back in time. I wanna turn that clock back, and I wanna go all the way back to those first moments that you did your undergraduate work at the University of Michigan Flint, And at some point at some point, you decided from going and getting that degree in English language and literature that at some point during that point in time you said, You know what? I'm going to keep going, and I'm going to get my secondary education and teaching master's degree. So talk bring me back to that point and talk to me about that first step of what made you decide to take that jump and go to grad school. Ja'Nel Jamerson [00:02:49]: You know, I was coming up on the end of my undergrad experience at Flint, and throughout undergrad, I worked in the office of opportunity initiatives or EOI. And I was offered an opportunity to become the assistant manager for pre college programs, the same pre college programs that I have participated in since I was an 8th grade student at Longfellow Middle School in Flint. And so I was deeply committed to the programs. I was deeply committed to the university, but I knew that a bachelor's in arts in English didn't give me enough discipline. Right. That I would need to, to really strengthen the pathways for underserved students coming from very similar situations that I came from to the university. And so I looked at a number of places and then applied to graduate school all over the state, but just found the program at U of M Flint to be so unique. It just really harnessing, I think, the university's unique positioning as an an urban centered institution. Ja'Nel Jamerson [00:03:46]: Most people who, who are trained as teachers, they, they student teach for a semester. I student taught for 2 years in 3 different schools. Right, as a graduate student who already had discipline in English. And so my 2 years of graduate experience was all discipline in the science and in the art of teaching. And so it was complimentary to the work that I was doing as a staff member of the university. There were there were obvious benefits to being able to pursue my graduate degree while being a staff member. And so it, it made the most sense. People say like, man, Ja'Nelle, you got every degree you ever gotten from U of M Flint. Ja'Nel Jamerson [00:04:18]: And I tell people that the university has always made me an offer that I couldn't refuse. And I think that that's just a really clear experience being 22 years old right at the end of a of an under 21, actually at the end of an undergrad experience. Getting my first leadership opportunity offered to me before I even had the the ink was even dry on my BA and then also having the opportunity to go directly into graduate school. Again, it was just one of those offers that I couldn't refuse. Dr. Christopher Lewis [00:04:43]: Well, you kind of just jumped into really my next question, which was you stayed at the University of Michigan Flint, not only for a master's degree. You went on and you got an educational specialist degree, then you went and continued on and got an educational doctorate degree. And I guess first and foremost, one of the questions that I would ask would be is you jump from being going and getting the the teaching degree into the EDS and EdD, which the EDS is very administratively focused. And then the EDD is administratively focused in some aspect, but also research focused. So talk to me about why the EDS, why the EDD, as you were looking at your career? Ja'Nel Jamerson [00:05:23]: You know, Chris, there's a why and there's a how. And I think my story at at Flendon Graduate school are, is, is very unique in both of those ways. The why is really much more related to that question around discipline. I had a bachelor's degree in English. Right? And it was something that I understood well. But in my master's degree, right, I was able to really focus in on the art and science of teaching. The the ed specialist is administratively focused, but it depends on which pathway you take. There are 2 pathways, the education leadership pathway and the curriculum and instruction pathway. Ja'Nel Jamerson [00:05:53]: And my ed specialist is in curriculum and instruction, really leaning in, right, on not only how do you teach, but how do you build tools that respond to a number of pedagogical approaches. And again, that discipline really kind of scaffolded up to what I would consider a very administratively focused doctorate degree in education leadership, really focusing in education administration. And so I think that for all professionals, we, we want to strike a balance between our professional experiences, what we do every day and the technical skills and training that we receive through graduate school, through professional development. And I think that pathway for me being able to really build discipline in my subject, right, in a way that I appreciate language and I can teach, I can see language in math and I can see language in art and I can see language in history, but then really having to lean in on how do you lead from within individuals, a passion for that subject as well. That's the experience I got from U of M Flint in my masters of teaching, figuring out then how you make that replicable and scalable in a way that produces an outcome for all kids and families, that's where my discipline was built in my education specialist in curriculum and instruction. And then finally, making sure that those systems can exist despite the context in urban context, in rural context, in in suburban context is really the focus of of the doctoral degree. So that so that scaffolded approach to me also with a very consistent, I would say, theory of change being at the same university who was evolving within the urban context. 2008, when I started at U of M Flint was a very different community than 2015, right? When I, when I finished graduate school, post in the middle of the recession in my freshman year, deleting into the water crisis, COVID pandemic, U of M Flint has really evolved in a way that working in the city day to day, what I was learning in graduate school, I was able to deploy immediately, or my professors became my colleague, that type of reciprocity between graduate school and my professional experience was really valuable for me. Dr. Christopher Lewis [00:07:57]: You know, I'd love to have you go back in time again and think about the transitions because the way that you are educated as an undergraduate student, different than the way that you're educated as a graduate student. And I say that in the sense that transitioning from a bachelor's to a master's, that's one transition. But then you take about 3 years off, and you transition back into an EDS, and then go immediately on to an EDD. But at each of those levels, you're being challenged in different ways to think about things in different ways, to process things in different ways, and your faculty have different expectations. So talk to me about what you had to do throughout each of those transitions to not only prepare yourself well for success, But what did you have to do to be able to truly make that optimal transition in and through the program and maintain that success throughout the different programs that you went through? Ja'Nel Jamerson [00:09:03]: Yeah. I think the first step in each of those transitions is building the confidence to believe that you can make the transition. We almost idolize things like graduate degrees and because, you know, fewer and fewer individuals have them as you go through the kind of proportion of society, they become kind of mysterious if you will. And so really just building up the confidence to say that, Hey, I can demystify this thing. I can do this. I think that's the first step in the transition. I can remember I was looking at all of those different master's programs, and I picked up the phone and called the number on the UN Flint site and got doctor Mary Jo Finney in the college of education. You know, she's the director of the program, but that was the first person who I spoke to. Ja'Nel Jamerson [00:09:40]: And she just convinced me that this was the right program. Frankly, my GPA wasn't, it didn't match what was on the website. And so again, this whole confidence thing, right, it's it's big because you look at things like that and you say, okay, I don't qualify. Maybe I should move on. But there's always this line about the mix of education and experience. And I don't know that that people really understand how valuable that mix is, right, when you're deciding on a graduate experience. And so my experience as a, you know, a pre college programs leader, as a student in urban education, as someone who was deeply committed to teaching and learning, that was compelling to the University of Michigan, Flint. And while it was compelling to others as well, I was doubling down on a commitment that the university had already made to me. Ja'Nel Jamerson [00:10:22]: So I knew my way around campus. I didn't have to figure out where to hang up my coat kind of deal. And so once once kind of getting past the confidence factor, I remember getting into my first graduate course and realizing that these aren't all people who are, who went to undergrad at you in Flint with me, but that once you're moving into the graduate level at the university, you're really moving into a much more regional constituency of mostly educational leaders who are practicing, who are either retooling or leveling up, right, their skills in the field. And so very quickly for me being immediately out of undergrad, sitting in a, in a graduate class with who still I consider to be some of the most profound educational leaders. And we were a cohort, so I still know who they are. I remember my notes on the first day. I just had a long list of words down the margin, just terms I hadn't heard before. And it's like, man, I gotta look these up in order to really to, to perform on par with my peers. Ja'Nel Jamerson [00:11:15]: And so I would say that, you know, that can be jarring. And so it kind of takes you back to that confidence factor, obviously. But I think that what I ultimately realized is that the graduate experience is really about the unique contribution that each learner brings to the space. It's not solely about the course and the syllabus. Those will be whatever they are, but what you're doing with that subject, right, it's really the beauty of graduate school, the path between the assignment and the right answer. I mean, you can, depending on what your passion is, there's a lot of different approaches that you can take. And my master's program, that was revealed to me. We would take on issues like student, you know, student attendance and people who really cared about social emotional learning would dive deeply into social emotional approaches. Ja'Nel Jamerson [00:11:57]: And people who were real disciplined, most all words, they would lean into the discipline policies that were necessary to address these things. But you realize that that the right answer is really leaning into the thing that you're passionate about and figuring out how do you leverage the resource of this university to make you more disciplined in that passion. And so that's what I learned in my master's degree. And I, and I, and again, it was all about teaching. And so I came out of graduate school as a much more confident leader, as much more confident learner, frankly, and realizing that there was real power in just asking questions that the smartest people in this world are those who know what they don't know. And I took 3 years to really discover the things that I don't know to, to take my master's degree and slam it on the table and realize that there's not a whole lot there. There's a lot undergirding it, but only practice would strengthen with the tools that I have received from from my master's program. And I earned an executive director role and transitioned from teaching into nonprofit leadership and really realized that what happened in my classroom was really an effect of what was going on at a much larger systemic level in part, right? That the curriculum that I taught every day and I could, you know, I could schedule it out. Ja'Nel Jamerson [00:13:08]: I could figure out how to make it my own, but that curriculum was directed by someone who had a set of values. And if we're not addressing curriculum from the values and outcomes level, then what we're doing in classrooms will likely be limited. I realized that in those 3 years, my nonprofit leadership, and we were getting into the early childhood space, and I actually was in a meeting, Bob Barnett. He said, Ja'Nelle, have you ever thought about getting a NET specialist? And I said, no. I mean, he said, you know, you, we let's have lunch. You should really consider it. And that lunch, he made me aware of a number of graduate funding opportunities available at the university in a way that really made my education specialist degree know the low cost. And so while I wasn't considering it, it was a legitimate pathway to a doctorate degree, which I did have aspirations for. Ja'Nel Jamerson [00:13:50]: I did have interest in curriculum, and the university had a mix of funding sources available for graduate students, particularly those who were practicing in in Genesee County. It was an opportunity. So that transition again, another offer that I couldn't refuse, let me into curriculum and instruction. And in that space, you're beginning to realize that this is about administration. This is not about, this is not about operationalizing what administration directs. This is about directing. And so when there's a different transition there, when you're realizing that what you're not subordinate, if you will, to your professors, right? These are colleagues, these are peers. You need to really hone in on the experience that they're bringing into that classroom. Ja'Nel Jamerson [00:14:30]: Interrogate it, challenge it, challenge yourself and your assumptions, because you pay for that safe space. You pay to say the thing that maybe is wrong and would be embarrassing to say in your daily context. But here, no, you can really deal with this, Write a paper about it, if you will. So my ed specialist allowed for me who I had a teaching degree, but I didn't get the experience of... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31475097

Finding Success in Graduate School: A Physician Assistant Student's Path to Achievement 06/24/2024

Finding Success in Graduate School: A Physician Assistant Student's Path to Achievement Embarking on the path to becoming a physician assistant is a significant journey filled with challenges, growth, and invaluable experiences. In a recent podcast episode of Victors in Grad School, host Dr. Christopher Lewis had a compelling conversation with graduating physician assistant student Hannah Richard. The dialogue delved deep into Hannah's personal journey, from her decision to pursue a career as a PA to navigating the rigorous demands of PA school. Let's explore key insights and reflections shared by Hannah as she transitions from student life to professional practice. Discovering the Path to PA School: Hannah's journey to PA school began with a spark of curiosity and intrigue during her high school anatomy class. Like many aspiring PA students, she was drawn to the profession's blend of medical knowledge and patient care. The process of deciding to pursue graduate education in physician assistant studies involved navigating challenges, doubts, and ultimately reaffirming her commitment to this rewarding career path. Preparing for PA School: As Hannah shared, the preparation for PA school goes beyond academic readiness. It requires gaining hands-on experience, accruing clinical hours, and honing essential skills to thrive in the demanding environment of a PA program. From working as a certified nurse assistant to learning procedures and patient assessment, each experience contributed to Hannah's preparedness for the rigorous journey ahead. Navigating the Challenges of PA School: PA school is a transformative experience that demands flexibility, resilience, and self-awareness. Hannah highlighted the importance of listening to oneself, understanding when to push forward and when to prioritize self-care. The transition from didactic learning to clinical rotations brings unique challenges, requiring students to adapt their study methods, collaborate with peers, and maintain a balance between academic rigor and personal well-being. Reflections on Professional Preparedness: As graduation approaches, Hannah reflects on how her PA school experience has equipped her for the next chapter in her professional journey. The diverse backgrounds and experiences of her classmates have enriched her learning, preparing her to navigate the complexities of patient care with confidence and competence. From mastering procedures to building practical skills, PA school has laid a solid foundation for Hannah's transition into the healthcare workforce. Advice for Aspiring PA Students: Drawing from her own experiences, Hannah offers invaluable advice to future PA students embarking on their graduate school journey. She emphasizes the importance of embracing all aspects of life during PA school, from academic pursuits to extracurricular involvement and mental health support. By actively engaging with resources, seeking mentorship opportunities, and maintaining a holistic approach to education, students can maximize their success and personal growth throughout their PA school experience. Hannah Richard's journey from student to graduating physician assistant is a testament to the dedication, passion, and resilience required to thrive in the field of healthcare. Her insights offer a glimpse into the multifaceted nature of PA education, emphasizing the significance of self-awareness, adaptability, and community engagement in fostering success. As aspiring PA students navigate their own paths, Hannah's story serves as an inspiring reminder of the transformative power of perseverance, learning, and embracing the full spectrum of experiences on the road to becoming a healthcare professional. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. This week, as always, I love being on this journey with you. This opportunity to talk to you every week about what you're doing to find success in this journey that you're on. Now you might be just starting to think about grad school. You might be in grad school. You might be looking at that light at the end of the tunnel and you're almost done. Dr. Christopher Lewis [00:00:43]: Wherever you are in this journey, it is a journey. And every person that goes through what you're going through, goes through a unique journey for themselves. What's important is that you have some tools in your toolbox as you apply, as you go through graduate school that you can draw upon to be able to find success on that journey. And that's what this show is all about. This show is all about finding ways to be able to help you to find success earlier in that process, to be able to help you to learn more about what you need to be doing as you, as I said, apply, go through and go beyond. So every week, I love being able to bring you different people. People that have gone through grad school, that are going through grad school, and have had different experiences. But those experiences have led them to find success in that journey that they went on. Dr. Christopher Lewis [00:01:43]: And today, we have another great guest with us. Hannah Richard is with us today. And Hannah is a graduating physician assistant student from the University of Michigan Flint. She's actually graduating this term and heading off into her professional career. We just talked and talked about her future, and she has a job ready to go, going to be working on the west side of Michigan as a PA in an emergency room, just what just what she wanted to do. So she I know she's really excited about that. She's got a lot of things happening in her life. But throughout that experience, she's been able to find success, and I'm excited for her to share that journey with you. Dr. Christopher Lewis [00:02:25]: Hannah, thanks so much for being here today. Hannah Richard [00:02:26]: I'm excited to be here as well. Dr. Christopher Lewis [00:02:28]: Well, I'm really excited that you are here today. And I guess let's turn the clock back in time. I would love for you to talk to me about the journey that you went on to be able to, at some point, through that undergraduate experience, you made a decision that you wanted to go further, you wanted to go beyond the bachelor's degree to be able to get that master's degree, and especially masters in physician assistant studies. So talk to me about what went through your head that made you decide that graduate school was Hannah Richard [00:03:04]: right for you? Yeah. So I think similar to a lot of other master students or for that matter, PA students, we kind of all had a similar epiphany. Maybe in like high school or college. We came into contact with PA's or became aware of the profession. My journey is similar to that. I took an anatomy class in high school and I was really shocked with how much I was intrigued by it. And prior to that, I didn't really have any idea of what I wanted to do in college. And I had time, you know, I was a junior in high school. Hannah Richard [00:03:34]: And then I started college, and I made my major right away, a general health science degree. And then the university that I went to, Grand Valley, they had a pre PA emphasis, meaning that you could take prerequisite courses and still earn a degree. So I did that, and I'm not gonna lie. There was definitely a time where I changed my degree from that to a different degree just because I'd heard of the daunting process of PA school and how difficult it is to get in. But somewhere along the line, I came back around to PA. I changed my major back, and I just kept putting one foot in front of the other, and I took the prerequisites as needed. Took classes in the summer to kind of graduate faster, and then I knew I needed some health care hours. So I started working during the summer as well, and it was a little bit more difficult for me to work during the school year. Hannah Richard [00:04:31]: I actually was a college athlete, so I couldn't have a job and swim and go to school. So that kinda slowed things down, but it all worked out for the better. So I took 2 years off before PA school, and during that time I was applying, and the application cycle is very long. It can take probably up to a year. I I'd say that's how long it took me. But from by the time you apply and then you hear back, and then if you interview, and then if you're accepted. So it was a long journey for me, but I'm glad that I'm almost to the end. Dr. Christopher Lewis [00:05:03]: So you took those 2 years off to figure things out and to make that next step for yourself. And in that journey, you applied, I'm sure, to a number of different graduate schools. You ended up choosing to attend the University of Michigan Flint. Talk to me about that decision making process, and what made you choose that U of M Flint was the right program for you? Hannah Richard [00:05:26]: Yeah. So I tell everyone this who asks because actually at one point, during my career here, I was a graduate ambassador, so I kind of told the story a lot. But I went to a open house at U of M Flint for the PA program. This was right before the pandemic started, so I think it was probably February of 2020, and professor Gilkey, who is our director, actually was hosting the event, and I just heard all the wonderful things that they were setting up for this program and the promises of great rotations and excellent education and community service, and I was hooked. I was like, this is where I'd like to go. The campus is really nice, and it's somewhere that I've never really been before, so I said this is where I wanted to go. So like you mentioned, obviously, I applied to other places to cast a wide net, but ultimately, I wanted to end up here. Dr. Christopher Lewis [00:06:21]: In those 2 years that you took to prepare yourself for applying, I'm sure that you were getting some experience in preparing in that way too, because I know PA programs do require you to have different experiences to prepare you for coming into becoming a physician assistant. Talk to me about the experiences that you had that prepared you for coming into PA school, and and how did that prepare you, or did you feel unprepared in any way when you entered the program? Hannah Richard [00:06:51]: Great question. I did some research because I knew I needed to find a way to get hours, and I found out the best way for me personally was going to become a certified nurse assistant, which is stands for CNA. And, I took the class. It was a summer class. I think it was like 2 or 3 weeks. And I got a job in a nursing home, around my college campus. And I did that for as long as I could, and I had to stop because I was then entering my senior year of college. After my senior year of college, I stayed on the west side for a little bit longer and I got another job in a different nursing home, one that was hiring. Hannah Richard [00:07:31]: And I worked there for a while. And then I came kind of towards the end of the road where I felt like I needed more experience. I was also kind of ready to not work on the weekends, and it's definitely a hard job, and I was ready for something different. So I had some connections which was fantastic which was fantastic. And because I was able to use some of the experiences I had from being a CNA and then learn so many new skills. I learned how to give injections, how to obviously take vitals. I did some charting. I was trained as kind of a part time scribe as well, so I was really grateful for the physicians and PAs and MPs that worked there. Hannah Richard [00:08:20]: They were willing to train me because they knew that I ultimately wanted to be a PA, and so they kinda pushed me out of my comfort zone. So I will say if I did not have that medical assistant experience, I probably would have struggled a little bit in PA school because, ultimately, we are providers, and we are responsible for charting and just assessing the patient overall, and I think I got a good taste of that when I was working in a Dr. Christopher Lewis [00:08:53]: physician assistant student, and it is a demanding program. It's a dem it's a demanding sequence of events, didactic learning, clinical learning, taking what you're learning from the class, putting it into action. Talk to me about some of those moments, some of the things that you didn't expect when you entered into PA school that you had to learn for yourself that would have helped you maybe to know earlier? Hannah Richard [00:09:17]: That is definitely a deep question. I think the first thing that comes to mind is flexibility. I think that when students who were to some degree successful in their undergraduate career because you have to achieve good prerequisite grades and also have a part time job or a full time job getting the hours. I think a lot of us can be kind of set in our ways as far as studying or preparing for certain assessments. And I think the biggest thing PACE will taught me is to be flexible, that some ways of studying won't be the same as they were in college. So I kind of drew on many ways of studying. I would write things out. I would look at charts. Hannah Richard [00:09:58]: I would read books. I listened to podcasts, which is something I never did before. There's a lot of great PA podcasts, so I think flexibility is one of the biggest things as far as what I had to kind of learn to adapt to. And then I think another thing about PA school that's really interesting is reaching out and being with people in your class. I think in undergraduate studies, I studied a lot alone. And when I was found myself in PA school, I studied with a group of friends frequently, and I think it helped all of our grades and helped all of our comprehension when you're talking and singing out loud. And then, of course, when it comes to patient evaluation course that we have, we have to actually perform the exams on fake patients. And so that was a perfect opportunity to bring in your friends to for that. Hannah Richard [00:10:49]: So I think flexibility and then just kind of accepting that other people around you has something to share just like you do as well. Dr. Christopher Lewis [00:10:57]: So you took a couple of years off between your undergraduate work at Grand Valley and then came into grad school. And every student, when they make that transition into graduate school, it is a transition. And you do have to think about things differently, learn differently. You kind of mentioned some of those pieces. Talk to me about what you had to do to truly find success in that transition and what you had to do to maintain that success throughout your time in the PA program. Hannah Richard [00:11:28]: That's a good question. I think one of the biggest things for me was learning to listen to myself. And when I say that, I mean, listening to how I felt. And this changed from didactic year, which is the 1st year of our pro 1st year and a half actually, to clinical year, which is another year. So in didactic, the studying is completely different. But I learned to listen to myself and see how I felt. If I if it was the end of the day and it was after dinner, I was tired. I didn't push myself too hard. Hannah Richard [00:12:03]: I would, you know, try to commit to maybe, say, 30 minutes of reading out of a textbook versus an hour and a half of studying. And this was especially true in clinical year, which is the year that I'm just completing. And the reason is is because we are driving all over to our rotation sites, and we deal with patients and providers and preceptors, and we still have to go home at the end of the day and study. So I think I really, really tuned into myself how I was feeling. Because if you're too tired and your brain is just zapped, you're not gonna be able to retain information. And I no one told me that before I came into PA school. I think everyone things I had heard would then were just like study, study, study, like, pull all nighters and, you know, do all the stuff that can make you successful. Well, I think that's absolutely absolutely not the case. Hannah Richard [00:12:56]: I think you have to give yourself grace because we are we're human. And I think that's true for when you practice as a PA. Hannah Richard [00:12:56]: You can't go, go, go, go and go, go, go, go and not listen to yourself because at the end of the day, the people that will be harmed by that are the patients and then ultimately yourself. Dr. Christopher Lewis [00:13:17]: And now you're getting to the end of your program. And as I said, you have this opportunity now to go out and to start in your career. Talk to me about the learning that you went through, through that didactic learning, through the clinical experiences. How do you feel that that has prepared you for the next step in your own professional journey? Hannah Richard [00:13:40]: I think it's prepared me really well. I think one of the cool things about preschool is that everyone comes in with different backgrounds, kind of like you mentioned. So while someone may have worked in a nursing home, someone may have worked in a doctor's office, someone may have been a scribe in a hospital. And I think that's really cool and not a lot of professions kind of get that pre master's degree or pre doctorate degree education and learning experience. So I think having different classmates with different specialties prior to b school is is huge. You know, someone may be able to help you on this topic, and others may be able to help you on this exam or procedures. Something that I think gets overlooked to the general public who may not know a lot about PA school is while we're learning this information, we're also learning procedures. So we have days where we learn lumbar punctures and chest tubes and arterial lines and IVs. Hannah Richard [00:14:36]: And because that is a part of our training. And even if you go into say a cardiology office and you may not use those procedures, you still have to learn them and become competent in them. So kind of to, like, round up your question is, I think it prepared me and my classmates really well, and I think it's something that is just really neat about PA schools that we all have different experiences. Dr. Christopher Lewis [00:15:01]: Now earlier, you mentioned that in your time at the University of Michigan Flint, you also acted as an ambassador, and you talked to prospective students. And I guess as you're talking to students specifically about becoming a physician assistant or about applying to becoming a physician assistant down the road. What were some of the biggest concerns, and how did you help those students to deal with those concerns as a ambassador for the program? Hannah Richard [00:15:33]: Some of the biggest concerns clearly were the application process, and this had very little to do with U M Flint and very much to do with just the standardized process of applying to PA school. So I had a lot of questions, and these students would reach out to me via email, phone call, in person events. Our program hosted showcase night. I don't know how to describe it other than that, but, oh, kind of like an open house. So I would get a lot of questions on, does this prerequisite match this prerequisite? However, that's more difficult to answer because, every undergraduate degree and prerequisite may fit U of M Flint versus a different university. So that was a huge one. I think a lot of hurdles that people were experiencing were finding clinical hours and shadowing hours. I know that COVID kinda changed the landscape of medicine in some good ways and some not so good ways. Hannah Richard [00:16:32]: So for instance, I know a lot of... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31474817

From Teacher to Learner: Sasha Wakefield's Path to Continuing Education 06/17/2024

From Teacher to Learner: Sasha Wakefield's Path to Continuing Education Embarking on the journey of graduate education is a significant milestone in one's life. It is a pathway filled with self-exploration, knowledge acquisition, and transformation. In the podcast episode featuring Sasha Wakefield, a high school math teacher from Clio, Michigan, her story reflects the essence of this transformative journey. With a passion for learning and a drive for success, Sasha shares insights from her educational pursuits, offering valuable lessons for aspiring graduate students. Discovering the Desire for Education Sasha's educational journey began with overcoming challenges early on in her life. As a teen mother facing uncertainties, she found her determination to pursue higher education. Starting at Mott Community College and later transferring to Ferris State University, Sasha's thirst for knowledge led her to a career in teaching. Her story exemplifies resilience and the power of pursuing one's dreams despite obstacles. Choosing the Path: Master's Degree and Beyond Sasha's decision to further her education by pursuing a master's degree at Concordia University was driven by a combination of factors. Financial considerations, program offerings, and a passion for mathematics education influenced her choice. Her dedication to paying off her student loans and gaining specialized knowledge in curriculum instruction showcased her commitment to professional growth. Exploring Educational Leadership Transitioning to an Educational Specialist Degree at the University of Michigan Flint, Sasha delved into educational leadership, broadening her perspective on the public education system. With aspirations to enhance her role as an educator and leader within the school community, Sasha embraced the opportunity to gain insights into administrative functions and community partnerships. Her choice to continue her education at UM Flint reflects her positive experiences and strong connection to the institution. Balancing Passion and Profession Sasha's success in her educational pursuits stems from her unwavering passion for teaching. Viewing education as a source of happiness and fulfillment, she emphasizes the importance of wholehearted commitment to one's goals. Sasha's dedication to continuous learning and improvement not only enriches her teaching practice but also inspires her students to discover their own passions and pursue them with vigor. Impact of Graduate Education on Teaching The knowledge and skills acquired through Sasha's master's and specialist degrees have greatly influenced her teaching practice. By integrating leadership perspectives and community engagement strategies, she has gained a deeper understanding of the education system's complexity. Through continuous reflection and application of her learning, Sasha has become a more effective educator, dedicated to enhancing student achievement and fostering a supportive learning environment. Celebrating Success: Michigan Teacher of the Year Finalist Sasha's recognition as a finalist for the Michigan Teacher of the Year Award stands as a testament to her dedication and exemplary work in the field of education. Her journey of hard work, resilience, and relentless pursuit of excellence serves as an inspiration to her students and colleagues. The accolade not only validates Sasha's commitment to education but also highlights her impact as a role model within the educational community. Embracing the Graduate School Journey Sasha's story encapsulates the essence of embarking on a graduate school journey with passion and purpose. Her experiences underscore the importance of following one's passions, embracing challenges, and committing wholeheartedly to personal and professional growth. Aspiring graduate students can glean valuable lessons from Sasha's journey, finding inspiration to navigate their own educational paths with determination and enthusiasm. Sasha Wakefield's narrative exemplifies the transformative power of education and the unwavering dedication required to succeed in the field of teaching. Her journey serves as a beacon of inspiration for individuals embarking on their own graduate education pursuits, illuminating the path towards personal and professional fulfillment. By embracing the journey with passion and perseverance, one can overcome obstacles, achieve milestones, and make a lasting impact in the realm of education. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to victors in grad school. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. I'm really excited to have you back again this week. Every week, I love being able to walk with you on this journey that you're on. And I call it a journey because it truly is a journey. Every person going to graduate school, every person thinking about graduate school is going to be going on a true journey, a journey of self exploration, a journey of knowledge acquisition, a journey in so many different ways that will transform you to a brand new person. Because by the end of your graduate degree, you're going to have a lot more skills, a lot more tools in your toolbox, and you're gonna be ready to roll for whatever you want to do next. And that's why this show exists. Dr. Christopher Lewis [00:00:59]: This show exists to be able to give you some insights, give you insights from others that have gone before you. People that are currently going through graduate school, people that have gone through graduate school. And every week, I love being able to bring you different guests, different people that have gone on this journey themselves and can share with you some of the things that they've had to do to be able to find success in that journey. This week, we got another great guest with us. Sasha Wakefield is with us. And Sasha is a high school math teacher in Clio, Michigan. And she currently is working on an EDS, an educational specialist degree. She already has a master's degree and a bachelor's degree, an associate's degree. Dr. Christopher Lewis [00:01:41]: She's one of those lifelong learners that continues her her own educational pursuits. We're gonna learn about that journey that she has gone on, but also is on currently to share that journey with you. Sasha, thanks so much for joining us today. Sasha Wakefield [00:01:55]: Sasha Thank you for having me. Dr. Christopher Lewis [00:01:56]: It is my pleasure having you here today. And first and foremost, what I would love to do is I wanna turn the clock back in time. I know you did your undergraduate work at Ferris State University. Before that, you were at Mott Community College doing your associate's degree. But then at some point in that journey, whether it was at Ferris State or after you jumped into that professional career, there was a point in time where you said to yourself, I need to go further. I need to continue my education. Talk to me about that. And what made you decide that you wanted to take that next step and go to get a graduate degree? Sasha Wakefield [00:02:32]: I think that that journey for me started much before that, to be honest with you. I was a teen mother. I had my first child at the age of 16 years old. And I went to 6 different high schools before I finally graduated high school. I moved out on my own and I went to several alternative high schools, and I didn't even graduate high school on time. I graduated later than my peers, and I did not know if I could go to college. I was very poor, and I just decided that I needed to do that. I needed to go to college. Sasha Wakefield [00:03:11]: And I did enroll at Mott Community College and started taking classes through there. And I just wanted to be a teacher from the second I, I don't know, started college. And, from there, I truly wanted to learn everything that I could. I just felt like I was constantly trying to learn. I was curious all of the time, and I just couldn't get enough. And the beautiful piece about this is that while I was at Mott, I decided that I loved mathematics and I continued to pursue, math math courses in which I kinda ran out at Mott. And I decided to enroll at U of M to take math courses at U of M. And, Mott has a pretty good program where they have other, universities on campus. Sasha Wakefield [00:04:07]: And so I ended up getting that bachelor's degree through Ferris State University, but on the Mott Community College campus. But the majority of my math classes were at U of M, and I I truly loved the campus at U of M. I loved everyone in the admissions department. They really worked with me as a transfer student. I was working full time during the day. At that time, I was a mother of 2, so I was working full time during the day, and then I was taking college classes at night. And then from there, when I was able to graduate, I did take about 7 years before I decided that I was gonna go back for my masters. And I think those 7 years are just kind of getting on your feet. Sasha Wakefield [00:04:49]: For myself, it was getting on my feet, kind of establishing a salary and teaching. And my kids were very active then in sports. And so about 7 years later, I was like, oh, alright. It's time. It's time because I missed it. And and I love that part about myself. You know, as a young mother, you're constantly, like, giving to kids. But I think that that is also a little hobby of mine. Sasha Wakefield [00:05:10]: I just really enjoy learning. So that was that little bit of I need to go further because I enjoy it. But also as well, it gives an opportunity for me to talk to like minded individuals who also enjoy talking about education, who also enjoy learning and collaborating at that level. So I think that was, for me, another reason to to go back and get my master's degree. And then just recently, just this past year, I just said, okay. I'll miss it again. I think I'm always gonna miss it. I I could be a lifelong college student maybe. Dr. Christopher Lewis [00:05:46]: So you had originally decided to go to get your master's degree at Concordia University. You got your master's degree from Concordia. There are many different schools that are out there that you probably could have selected for a master's degree. Talk to me about that thought process as you were going through deciding not only that you were going to graduate school, but where you wanted to attend, and what ultimately made you decide that Concordia was the place where you wanted to go for that master's degree? Sasha Wakefield [00:06:17]: Great question. I think the choices that I made as a young adult, I didn't realize it at the time, but they did shape the trajectory of my life. And having a child so young really forced me to have to make some decisions where finance was really important. So I looked at different schools to go to for a master's degree and Concordia was on the least expensive side and it was from home. I could do it virtually, which is before virtual was super popular. And so that really worked out for me. The ease that fit into my schedule and financial as well. I had already had some student loans for my undergrad, and I just didn't wanna take anymore. Sasha Wakefield [00:07:04]: I wanted to pay it out of pocket and I only had certain amount saved up. So that was really that decision. They also had a great program at the time for the curriculum instruction. So I had a focus in mathematics education with curriculum, and I was very interested in that field at the time. So kind of all of that put together was like a little bit of a perfect fit for me. Dr. Christopher Lewis [00:07:29]: And as you mentioned just a little bit ago, you now are in an educational specialist degree, and you chose to attend the University of Michigan Flint for that degree. Again, there's other EDS programs that are out there. Talk to me about that process as you decided that you were itching to get back into education again and to continue to learn in different ways. And as you were making that decision to go not only to the EDS, but first, I guess, first and foremost, why the EDS versus just jumping right to a a PhD or an EDD versus and then why the University of Michigan Flint? Sasha Wakefield [00:08:04]: I remember the great memories that I had at U of M with the undergrad. I remember the staff. I remember doctor Bix. I remember professor Schilling. I remember being a transfer student, but yet feeling so accepted as if my degree was coming from U of M. The department of the financial aid department, they were pretty awesome. And I just remember everyone just being so kind and so nice. So those fun feelings carried on. Sasha Wakefield [00:08:32]: It just seemed natural. I've just been all over that campus with those math courses and a couple of the courses that I'd taken at U of M. It just felt comfortable. For the EDS, to be honest, I could have jumped into a PhD, but I think it was those fond memories that I had with U of M Flint, specifically, that I looked at their graduate program and I was, like, alright. They have an educational specialist. I'm interested in that. So it kinda worked out that way. I'm really grateful for U of M Flint. Sasha Wakefield [00:09:02]: They have made the process for me to continue my education. It's almost seamless in a way that it just feels so accepting, like you're just you're meant to be here. Dr. Christopher Lewis [00:09:13]: Now you've gone through a master's. You're in a specialist degree right now. You're doing quite well in all of your studies here, but also in the past, you were successful in that journey. So talk to me about as you made those transitions, the transition to your masters, the transition to your specialist, each of those transitions are true transitions. You have to be able to not only master's degree to a specialist degree, again, you're being taught in a different way. You're being there's different expectations. So talk to me about what you've had to do currently or in the past to help you to find success, what you had to do to be able to set yourself up at the beginning of those educational opportunities, but also what you had to do throughout the time that you've been in these degrees to help you maintain that success throughout the journey? Sasha Wakefield [00:10:10]: I believe that you will be successful if you want it. I want it that bad. I want it that much. I don't half want it. I didn't half I don't kinda want my master's degree. I kinda want it. I'm all in, and that's just the type of person that I I am. If I'm going to do something, I'm going to give a 100% of myself. Sasha Wakefield [00:10:35]: I don't ever say I'm going to do something and then I just kinda do it. Because at the end of the day and I put my head on the pillow and am I proud of myself? Yes or no? I really would like people to follow their path and whatever makes them happy. And education makes me insanely happy. So much so that I'm just so passionate and I'm so driven that it helps me with my success because it's all I kind of think about. I do have hobbies. I do. But it's when you find something that you truly enjoy, then you just, at ease, just put the effort into it. And I just feel very fortunate that I was able to find that. Sasha Wakefield [00:11:18]: I found that at a young age, and I tell my own students that. I just want you to find something that you're passionate in because then it just will start naturally being a part of who you are. So I was very fortunate. I didn't have to make any huge sacrifices because it's like, oh, I got this 10 page paper due. No. It's like, I'm already on it. I love this paper. I have already researched this. Sasha Wakefield [00:11:42]: I'm excited to put my thoughts on paper and share my ideas with other colleagues. And just that excitement is what I hope that everyone is able to find in their own life, whatever that may be. Dr. Christopher Lewis [00:11:54]: Now you finished the master's degree. You're in the specialist degree. You're learning new things. And I guess as you look back at your master's degree in what you're doing today, but also your specialist degree in the courses that you've taken thus far, how are you finding that what you have learned through your graduate degree, your master's degree that you already have completed, and also the coursework that you finished are showing up in the work that you do on a daily basis? Sasha Wakefield [00:12:20]: I think it gives gives me currently right now a greater perspective of education. So currently, in the educational specialist, you receive a a central office endorsement and administrator certificate. And so I'm kind of seeing public education in the lens that I've never looked before. So I've I've only really looked at it from a teacher's perspective. And then with my master's, it was like, alright. How can I become a better teacher? And that was how I was looking at with my master's. But with the educational specialist, completely different view from the leadership that I don't really have a whole lot of experience in. And so I'm very curious on what that looks like in terms of community partnership. Sasha Wakefield [00:13:08]: And as a leader in a building potentially, changes my perspective too because it just opens up to not the complexity, but the different roles that are within a school district and what those responsibilities are with each role. And then with anything, I mean, once you have a greater understanding of the way something works and you have a greater understanding of kind of the whole big picture. And I'm able to just kinda take a step back and see the public school district as one whole entity instead of just my small view as a teacher. And that's just so powerful too because it really helps me understand maybe some of the decisions that are made that, from a teacher's view, you're like, oh, I don't really understand that. But maybe as an educational leader, you're like, okay. That's kind of the reason why. So that's also, a neat, I don't know, perspective, I guess, to see that I've been able to take with me so far. Dr. Christopher Lewis [00:14:17]: Now one of the other things that I haven't mentioned is you are a finalist for the Michigan Teacher of the Year Award. And congratulations. That is amazing. And I guess as you look back at at what you have learned along the way, and you just talked about how you're incorporating some of that learning, how does does that graduate work make you a better teacher? And how has that allowed for you to be able to be at the place that you are right now to help you to be considered for being the Michigan teacher of the year? Sasha Wakefield [00:14:48]: I think with every experience that we have, we choose to take small nuggets of each of them, And I believe that that's what I've been able to do successfully. With each professional development, with each professor that I sit in front of, I do my best to try to grab every little piece and kinda try to, in my mind, apply it to my everyday. Think about what will make that how I will make that into a better teacher, better for my students. I'm constantly wanting to think about how do I increase student achievement. What can I do to listen to students more? Yeah. I guess, gosh, everything. It's like the worst answer ever, but it truly is. Dr. Christopher Lewis [00:15:35]: And I have to ask because not there's so few individual teachers that do get this recognition to be even considered as a not only a regional award winner, but as the Michigan Teacher of the Year. What does that mean to you in the work that you have done to to get you to where you are today? And what does this recognition mean to you? Sasha Wakefield [00:15:57]: It means everything. Everything. First, I love that it gives me... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31474692

Masters of Business Administration: A Journey of Lifelong Learning and Success 06/10/2024

Masters of Business Administration: A Journey of Lifelong Learning and Success Embarking on a journey through graduate school can be both challenging and rewarding. In a recent podcast episode of Victors in Grad School, Jennifer Phillips, a graduate of the University of Michigan Flint's MBA program, shared her personal journey and the lessons she learned along the way. Her experiences offer valuable insights for current and prospective graduate students seeking to navigate the path to success. Setting Yourself Up for Success: Jennifer's decision to pursue a graduate degree was fueled by her passion for lifelong learning. Despite being a full-time working mom with family obligations, she found the flexibility of online classes at the University of Michigan Flint to be a key factor in her decision. By carefully managing her time and balancing her priorities, Jennifer was able to embark on her graduate school journey with determination and focus. Choosing the Right Program and Institution: When it came to choosing the Master of Business Administration program at the University of Michigan Flint, Jennifer considered a variety of factors. The program's flexibility, convenience, affordability, and alignment with her entrepreneurial aspirations played a crucial role in her decision-making process. By selecting a program that resonated with her goals and values, Jennifer set herself up for success from the outset. Overcoming Challenges and Seeking Support: As Jennifer progressed through her MBA program, she encountered obstacles and moments of self-doubt. However, her willingness to reach out for support and guidance proved to be pivotal in overcoming these challenges. By seeking advice from faculty, taking a semester off when needed, and relying on her support system, Jennifer was able to navigate difficult times and stay on track towards completing her degree. The Power of Continuous Learning: Reflecting on her graduate education, Jennifer emphasizes the invaluable skills and knowledge she acquired during her MBA program. These insights not only enhanced her professional capabilities but also opened up new possibilities for her future endeavors. By embracing a mindset of continuous learning and growth, Jennifer is well-equipped to pursue her entrepreneurial aspirations and thrive in her professional life. Tips for Prospective Graduate Students: Drawing from her own experiences, Jennifer offers practical advice for individuals considering graduate school. She encourages prospective students to overcome self-doubt, take the first step towards their educational goals, and approach their journey one step at a time. By emphasizing the value of investing in oneself and seizing opportunities for growth, Jennifer inspires others to pursue their academic aspirations with confidence and determination. Jennifer Phillips's journey through graduate school serves as a testament to the resilience, dedication, and passion required to succeed in academic pursuits. Her story illuminates the importance of perseverance, self-care, and seeking support during challenging times. By following her example and embracing the value of lifelong learning, current and prospective graduate students can chart a course towards academic and professional success. In the end, Jennifer's insights remind us that the journey through graduate school is not just about obtaining a degree but about personal growth, professional development, and the enduring pursuit of knowledge and excellence. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to victors in grad school. I'm your host, Doctor. Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. This week as always, we are on a journey together. I love being able to talk to you every week as I know that you are on your own journey, your own journey of going into through and looking at the end of graduate school. But as you're looking at all of that, hopefully, one of the things that you're thinking about is what you can do to be successful in this journey because it does take effort. It takes time, and it takes a lot of forethought to make sure that you're doing what you can to be successful. Dr. Christopher Lewis [00:00:59]: And there are things that you can do right today that'll set yourself up on the right foot to be able to help you to find that success. And that's what this show is all about. This show is all about helping you to be able to see different ways, different things that you can do to be able to be successful in this journey that you're on. In every week, I love being able to bring you different people, people that have gone before you, that have decided to to go to graduate school, gone through graduate school and have found success. This week, we got another great guest with us today. Jennifer Phillips is with us and Jennifer did her undergraduate work at the University of Michigan Flint, got a bachelor of applied sciences and economics, and then a few years later made a decision to go back to school and get that master of business administration degree also at the University of Michigan Flint. So we're gonna be talking to her about her own journey and what she learned along that path. And I'm really excited to have her here. Dr. Christopher Lewis [00:02:07]: Jennifer, thanks so much for being here today. Jennifer Phillips [00:02:09]: Thank you for having me, Chris. Dr. Christopher Lewis [00:02:11]: It is my pleasure. I love being able to talk to people about the journeys that they have gone through. And what I would love to do is is I wanna turn the clock back in time. I wanna go all the way back to your undergraduate days first, and let's talk about as you're going through that degree, then you left your undergraduate work, went back into the work world after completing off that degree. And I know you did you did work while you were going through your undergrad as well and had that experience. But at some point you made a decision to continue with your education. Talk to me about that. And what made you decide that you wanted to go to get that graduate degree? Jennifer Phillips [00:02:50]: So for me, the reason that I chose grad school was because I consider myself a lifelong learner. Ever since I was young, I felt that I would always go on and work my way through graduate school. And for me, my life, you know, took turns in different directions. And I was a working mom, full time mom when I got my undergrad degree. And for me starting grad school, there was a gap between my undergrad and my graduate degree because of having the young kids at home and having to help them with their studies. I needed to know that I had time for my own studies so that I could be successful. So I was excited to be able to start when I did start and the flexibility that's offered by grad school, being able to take the classes on my own time online, most of them I could schedule around my own schedule and family obligations and work. I figured I would make a go of it, and I'm glad that I started. Dr. Christopher Lewis [00:03:45]: So when you did decide to go back to grad school, you decided to get a master's of business administration, and you decided to get that at the University of Michigan Flint. There are many different schools, many different programs that are out there. Talk to me about the decision making that you went through when you did make that decision to go back to graduate school and what was going through your head in regard to why the Master of Business Administration? But 2, why the business administration, but 2, why the University of Michigan Flint? Jennifer Phillips [00:04:17]: Prior to working at the university where I am employed currently, I was an entrepreneur myself and I see myself going back into that maybe when I'm retired, getting into entrepreneurial aspirations that I have. U of M Flint, I chose U of M as my alma mater. I've began classes right out of high school actually and returned decades later. And I have a special place in my heart for U of M Flint. When I looked at the offerings for the MBA, it was something that I could do. It was flexible. There were some evening classes, and just the setup of it was great for me. The convenience was perfect for me. Jennifer Phillips [00:04:56]: The affordability, the university invests in their own, and they made it an easy choice for me. The flexibility, as I said, in the scheduling worked for me. And those are the reasons I chose U of M Flint. I wanna see Flint be successful and U of M is a bright spot in the city of Flint. And so I'm happy to to be able to support as a student and to earn my graduate degree there as well. Dr. Christopher Lewis [00:05:18]: Now I know that there was a couple of years between when you got your undergraduate degree when you went back for your graduate degree. And anytime that you make a transition from different degrees from different levels of degrees, there's different ways in which you're educated. And there's a transition that you have to go through to be able to find success in that journey for yourself. You did get through your degree, you finished off your MBA, so you found success in that journey. As you think back to the beginning of your graduate degree and that transition back into school after being out for a little bit of time, what did you have to do to be able to set yourself up for success? And what did you have to do to maintain your success throughout your graduate school journey Jennifer Phillips [00:06:07]: to revisit kind of what I let into in the beginning for me, I did want to continue right away with my education, but I knew that I had to put my family first. My kids were young at the time. My youngest son, it was once he finally finished 6th grade that he was then independent and able to manage his homework with very little help from me where I knew that then I would have the free time. So I actually kinda hung around the flagpole. I stayed close to the graduate programs during those years, would put visit the open houses that you'd have and things just to let you know that I'm here and I'm coming and was just waiting for the right time. So for myself, as I said, I, you know, working full time is kids in school, had a husband, a family, school sports, things like that, taking my time. I decided to go to school part time to work it in around all of that. So it took me 4 years to get my degree and that was my choice so that I could have the work life balance. Jennifer Phillips [00:07:01]: And that worked well for me to maintain. I took it seriously. I set aside the time. I sacrificed my evenings and some sleep for studying every semester that began, I'd get my syllabus and set out my calendar so I could see when my due dates were so that I knew that I would make all the deadlines for my assignments and exams. And that just helped me to chart out a path throughout the semester. I had a lot of family support. My family was in my court. My classmates were my gym buddies. Jennifer Phillips [00:07:30]: You know, they kept me going when I feel like I was browning a little bit throughout the semesters. My colleagues and friends encouraged. There was just really a really great support system that I had, and I'm grateful for that. But I am also personally driven and I make my commitments and I succeed at them. I did well in the courses. I did have one tough semester, I'll tell you, Chris, and I felt like quitting. I had actually gone full time that semester and I never did that again with working full time and going. It was tough. Jennifer Phillips [00:07:58]: But I felt like quitting. And I but I reached out to my professors, and I did talk to the dean. And they just said, you know, take a semester off, just regroup and come back. And that was right during the pandemic, in fact. And I'm so grateful that I did that and that I listened to them because I took the the ones the next semester off. And then when I came back, it was smoother sailing after that. So I guess for success, the way to maintain is just keep going. Just keep going. Jennifer Phillips [00:08:25]: Reach out if you're drowning. Dr. Christopher Lewis [00:08:26]: Makes me think of Dory from Finding Nemo as she just keeps swimming. And definitely there are times where you have to do that. And I appreciate that you said that you did reach out and you asked those questions. And talk to me about what was the response that you got when you did reach out to your faculty, when you did reach out to the people within your program for that support, what was their response back in regard to providing you with resources or tools or things that could help you to get through that term even though you were hitting that proverbial wall that was more difficult during that specific term? Jennifer Phillips [00:09:04]: I think mostly it was, as I said, that was at the beginning of the pandemic. It was the spring semester in 2020. And I think there was just an awful lot going on at that time, right? We were washing our groceries and it was just a really scary time. And so the advice that I got from the dean was, who was also my instructor, was just take some time off, just take a break and regroup and come back. I felt like I was doing horribly. I think I'd gotten a c on an exam. I've never gotten a c on an exam before. And he assured me that that was nothing to be concerned about. Jennifer Phillips [00:09:38]: And I think that I was right in there with the realm of others in the course. But, you know, I did better from there moving forward. It was my first exam in that semester. And so once you see the first one, you kind of know how to prepare for the next one. And so that's what I did was I just changed up my study habits and found different path to prepare in that particular course and took that semester off, got some R and R, came back with a fresh mind in the fall. And and I said, reached out to my colleagues and they said, you got this. You're doing great. And I did great. Jennifer Phillips [00:10:09]: I graduated with a 3.9. I think I did okay. That didn't hurt me too bad. Dr. Christopher Lewis [00:10:15]: No. It definitely doesn't. And, you know, and I think that that one thing there just that everyone should understand is that you can have a bump in the road and that one bump in the road isn't going to make or break your experience going through graduate school. Now, if you have multiple bumps in the road, that can be more of an issue. And as you're hitting those bumps along the way, what Jennifer said is so important, which is reach out, ask for help. Don't push through thinking that you're doing things in the right way if you truly are lost. Because the more that you can ask for help when you truly need it, that there may be resources, may be assistance, may be other things that a faculty can offer you, that the program can offer you, that the university can offer you, that may be able to set things up to help you along the way as well. You just don't want to go so far down the path that you can't fix the issue as it's going on. Dr. Christopher Lewis [00:11:16]: And that's really important. Jennifer Phillips [00:11:18]: I would agree to that wholeheartedly. And I tell my kids this as well, start the semester strong. And I think that's part of the reason that that early c hit me so hard because that's what I tell them. It's so much easier. You don't know what's coming as the semester goes on. So if you set yourself up strong in the beginning, then if something happens, there's a definite family, which happened to me one semester in my undergrad. You can recover from it more easily if you come out of the gate strong. Dr. Christopher Lewis [00:11:44]: Now you've completed, as I mentioned, your MBA a few years back. You were in professional life throughout the entire time, but you're continuing with your professional journey. As you look at the work that you do on a daily basis, how do you feel that the graduate degree prepared you for the work that you do? Jennifer Phillips [00:12:00]: That's a great question. And and I'll tell you, Chris, I, there were many, many classes where I gleaned some excellent skills and tips and tricks that benefited me in my workplace. And I shared that with my colleagues, with my director, the things that I learned, those little handy little tricks and tips and things that I didn't know were beneficial to me along the way. I feel like my MBA degree has set me up to go anywhere I choose. And I'm really excited too that I made that step to get that degree because of the possibilities that would be afforded to somebody with a graduate degree versus someone without. You know, my kids would say, what were you gonna do with your degree, mom? And I say, you know, I don't know. I don't really know where all my future is gonna take me, but I've planted the seeds and prepared my fields for rain. That's how I tell them. Jennifer Phillips [00:12:51]: I say, you know, any investment we make in ourselves, it's nothing but good. And we don't know what lies ahead, but I look forward to, you know, with expectant faith for where my degree may take me. As I said, I have entrepreneurial aspirations and that's one of the things that I did take an entrepreneurial course in my grad program. It was excellent. And I'm looking forward to maybe in my retirement years when I have a little more time picking up, you know, and just doing something a little part time. I don't see myself as ever stopping the workplace. I love working. I love learning, and I love being out in the community. Jennifer Phillips [00:13:25]: But I think that the things that I learned in my master of business administration courses will really help me the 2nd time through as an entrepreneur. Dr. Christopher Lewis [00:13:34]: As you look back at your graduate education, getting that MBA, and you think about other students that are looking at graduate school now, whether it be in the MBA, whether it be in I know you work with physical therapy students in the physical therapy program at the University of Michigan Flint, no matter who they are, what are some tips that you might offer students, prospective students, people that are considering graduate education that could help them find success sooner? Jennifer Phillips [00:13:59]: So for me, I had concerns myself. When I was considering I'm not a spring chicken. I'm not the youngest person in the room, and I felt like I was maybe too old to go to school. And and so I was pondering, you know, should I even start this? And I talked to a colleague and I said, gosh. When I'm done, I'm gonna be, you know, a 100 years old. And she says, but you're gonna be a 100 years old anyway. She said, this way, you'll be a 100 and you'll have your man MBA. And I guess I thought about that and I thought, you know, she's right. Jennifer Phillips [00:14:31]: And when you look back, the years go by so fast. I mean, I look back 10, 20 years has gone by like a couple of months, it feels like some days. And so I know that this time that I invest in myself, whether it's 2 years or 4 years or some of our programs you can whip through in a year, that that it's gonna go by quickly. That time really does go by fast. And we really just need to take a step. Just take that first step. Look at it one class at a time, one semester at a time. And I'll tell you, I've just never heard anyone, Chris, say to me, I've never heard anyone say that they've regretted going back to school and earning that graduate degree. Dr. Christopher Lewis [00:15:11]: Well, I really appreciate you sharing that and sharing your own journey today, Jennifer. I do appreciate. I know that it is a continuum. And as you said, you love having the opportunity to continuously... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31474402

Graduate School Success Strategies: Lessons in Femtoring 06/03/2024

Graduate School Success Strategies: Lessons in Femtoring Embarking on the journey of graduate school can be a transformative experience, especially for first-generation students of color. In a recent episode of Victors in Grad School, Dr. Christopher Lewis engages with Dr. Miroslava Chavez-Garcia and Dr. Yvette Martinez-Vu, coauthors of "," to delve into their personal narratives and invaluable advice for students considering graduate school. Their shared wisdom offers valuable insights into decision-making, overcoming imposter syndrome, the importance of community, and advocating for underrepresented students in academia. Motivations for Pursuing Graduate School: Dr. Chavez-Garcia and Dr. Martinez-Vu unpack their motivations for pursuing graduate education, shedding light on the unique paths that led them to academia. As first-generation students of color, their journeys were marked by a sense of duty and passion for uncovering untold histories. Despite facing challenges and traumatic events, such as surviving a life-threatening accident, their resilience and determination propelled them towards graduate school. Navigating the Transition to Graduate School: The transition from undergraduate to graduate school is a pivotal moment in a student's academic career. Dr. Martinez-Vu's experience of becoming a mother during her time in graduate school underscores the intersection of personal and academic challenges that students may face. Dr. Chavez-Garcia's decision to pursue a PhD in 19th-century Mexican American history reflects the influence of mentors and the pursuit of academic passion. Imposter Syndrome and Strategies for Empowerment: Imposter syndrome, a common hurdle in academia, is discussed with insightful strategies for overcoming it. Dr. Martinez-Vu and Dr. Chavez-Garcia emphasize the importance of self-affirmation, building supportive communities, and embracing compassion as tools to combat feelings of inadequacy. Their emphasis on empowerment through femtorship, a holistic mentoring approach rooted in intersectional feminism, highlights the transformative power of supportive networks. Advocacy for Underrepresented Students: The hosts delve into the historical context of affirmative action and its impact on underrepresented students in academia. Dr. Chavez-Garcia advocates for alternative programs, such as McNair and Mellon May's initiatives, to provide tailored support for marginalized communities. Dr. Martinez-Vu underscores the need for intentional preparation and the creation of inclusive spaces for students of color in graduate education. Making Informed Decisions: Choosing the right graduate school offer is a pivotal decision that requires thoughtful consideration. Dr. Martinez-Vu's advice on identifying nonnegotiables, evaluating funding offers, and engaging with graduate students and professors offers a practical roadmap for decision-making. Dr. Chavez-Garcia highlights the importance of considering the institution's culture and community support in the decision-making process. In navigating the complexities of graduate school, the voices of Dr. Chavez-Garcia and Dr. Martinez-Vu serve as beacons of guidance and inspiration. Their commitment to empowering underrepresented students, creating inclusive spaces, and sharing their personal narratives exemplifies the transformative potential of academia. As first-generation students of color, their stories illuminate the power of resilience, community, and advocacy in shaping a path towards success in graduate education. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at University of Michigan, Flint. Really excited to have you back again this week. As always, every week, I love being able to sit down, talk to you, work with you as you are going through this journey that you're on. And I say journey because it is a journey. Grad school is not a point in time. It is a process. It is a journey. Dr. Christopher Lewis [00:00:37]: And no matter if you are at the beginning of that journey and you're just starting to have that inkling in your mind that you may want to jump down this pathway toward getting a graduate degree in some area, or if you're in grad school and you're working through the challenges and working through all of the fun aspects of going through graduate school or if that light is coming up at the end of the tunnel and you're seeing that and you're figuring out, okay, what's next? And what do I need to do to be able to get to that next point in my career, in my life, as I transition out of grad school? Every week, I love being able to talk about these different issues because it takes time, it takes effort to find success in that journey. And that's what this show is all about. Every week, I love being able to bring you different guests, different people with different experiences that can share with you the journeys that they went on, but also be able to give you some resources, provide you with some insights and some other perspectives to help you as you go through this journey yourself. And today, we got 2 great guests with us, doctor Miroslava Chavez Garcia and doctor Yvette Martinez are both with us today. We're gonna talk about their own journey that they both went through in graduate school, but we're also gonna talk about a a brand new resource that I'm gonna share with you today called the Grad School Fentering, And we're gonna talk about that as well because it's another great resource for you as you are going through this journey yourself. Miros, Yvette, thank you so much for being with us today. Dr. Miroslava Chavez-Garcia [00:02:08]: Thank you so much for having us. Dr. Yvette Martinez-Vu [00:02:10]: Yes. Thank you for having us. Dr. Christopher Lewis [00:02:12]: You know, one of the things that I love doing first and foremost is having the power to turn the clock back in time. Wouldn't we all love to do that sometimes? But I would love to turn the clock back. And I'd love for both of you to take me back to that point, that point in your own graduate school journey where you said to yourself, you know what? I think I need to take that next step. What was that point for yourself? Why did you decide that you wanted to take that next step and go to graduate school? Dr. Yvette Martinez-Vu [00:02:42]: I'm happy to get started. This is Yvette Martinez Vu speaking. And, you know, one of the reasons why we decided we wanted to come on the show is because doctor Miroslava Chavez Garcia and I recently coauthored a book called Is Grad School For Me, demystifying the application process for 1st gen BIPOC students. And in the introduction of that book, we both tell our grad school journeys and what we both have in common. And I'll speak for myself that my experience was I felt like the decision to go to graduate school was actually made for me. In that, I was someone who was 1st gen in college. I'm Chicana. I came in as an English major. Dr. Yvette Martinez-Vu [00:03:25]: 1st in my family, I didn't know what I was doing. I was I was like, okay. English sounds interesting. I was a theater minor. I had been in productions acting for most of my youth. And folks kept telling me that you're not gonna make a living out of acting. So what's the next best thing? I discovered undergraduate research at the time I was at UCLA, and that was what was encouraged. I found out about this brand new program on campus called the Mellon Mays Undergraduate Research Fellowship. Dr. Yvette Martinez-Vu [00:03:54]: I applied. I got in, and I was one of 5 inaugural individuals. We were part of the first cohort there. And I felt that pressure because the program is meant to help support underrepresented students in diversifying academia. I felt the pressure of, oh, now I have to apply to graduate school, and now I have to become a professor. That's why I felt like I had no other option. I also felt like I had no other option given my circumstances as someone from a low income family raised by a single immigrant mom who she's a mom of 6. I didn't feel like I had space to go back home after college. Dr. Yvette Martinez-Vu [00:04:31]: Some of my peers were going home, getting part time, full time jobs. It was, you know, during the time of the 2008 recession where folks were struggling to figure out how to get a job right after their bachelor's degree. And I thought to myself, it's safer for me to go straight to graduate school, keep doing what I'm doing, what I've been told that I'm good at, and make a living even if it's not much of a living to be able to still pay my bills. And that's what landed me in graduate school, and that's how I arrived. I can talk more about the graduate school experience, but that's a whole other journey because I'm now someone who is outside of higher ed, still supporting folks in higher ed, but I didn't end up landing that tenure track job that a lot of folks dream of. And it was because of an intentional set of pivots on my end. So I'm happy to pass the baton over to Mira so she could share more about her story. Dr. Miroslava Chavez-Garcia [00:05:28]: Great. Thanks, Yvette. I love hearing Yvette's story all the time. I never get tired of it. It's so inspirational to me. I think we share a lot of experiences and that that is certainly what drew us to a very productive and I would say, very rewarding relationship in terms of our professional and also somewhat of course, that leads into the personal area, but being able to put this project together as book together. And we also worked together professionally at UC Santa Barbara, in the McNair Scholars Program. But I want to say for me, I think equally so mine wasn't like I wasn't in a Mellon Mays program, because when I went to grad school was like a couple decades before he vetted and we didn't have melon maze. Dr. Miroslava Chavez-Garcia [00:06:06]: There was no McNair to speak of those hadn't yet thought of. We didn't even know what first gen meant or within the context that we do now. So certainly, when I was in college, I was a 1st generation low income underrepresented student, Chicana, Latina, Mexican American from the barrio and never was at UCLA or stepped, you know, went to UCLA grad school from San Jose in Nevada, which I grew up. And so coming to UCLA, I was stunned, cluster shock, for sure. And so I think for me, the thought of grad school hadn't at all been on my radar, and we barely even call it going to the university was something that kind of like, oh, I guess I'll do this. And so when I got to undergrad, it really happened in my 4th to my 5th year when I took a summer program. There was a summer program available for minority students. And so I participate in that, and that gave me sort of a small taste for research and in history in particular. Dr. Miroslava Chavez-Garcia [00:06:52]: And I was really interested in recovering these histories that had not been told. And so just bringing back that sort of really important aspect of our history, Mexican American, Chicana, Chicano history, and ethnic history, and just in general that had been told. So that was kind of a little bit of my interest, my sort of moment there, I thought like, maybe this I had no idea what grad school was right when in there, keep saying like with blinders to some extent, certainly I had community and all kinds of support. That wouldn't have been possible without me being able to go through the process. But I think that moment when I decided, let's pursue grad school, I didn't really think as I think same same similar to as Yvette has said, I didn't really think I had other options. I thought like, do I go back home, I didn't really have a home anymore, per se. I was raised by my aunt and uncle. My parents died in a car accident when I was 12 years old. Dr. Miroslava Chavez-Garcia [00:07:37]: So it was just my brother and I who survived the accident. We were the only siblings anyways in the family. And my grandmother also passed in the accident that we had. So it was pretty traumatic. And my aunt uncle did were wonderful people who raised us as to the best of their ability. And when we we stayed in the same town where I grew up, so we were there. But you know, when I after college, I thought I can't go back there. I mean, I love them, they'd probably be welcome me. Dr. Miroslava Chavez-Garcia [00:08:02]: Maybe we had a very tiny home, they had 2 daughters, and they had their own lives to lead and also poor neighborhood and so forth. So I just thought, well, I needed you know, I have been in college by my on my own, and I felt very independent, and so that wasn't really an option. I just thought, like, well, let me go. It's sort of like if I knew then what I know now, I probably I'm not sure. I think I wouldn't have done it. There's different means, similar ends, but definitely, I was sort of took the plunge without quite knowing maybe that was a good thing. Dr. Christopher Lewis [00:08:26]: So both of you went through a process by which, as you said, both said, you didn't really think about grad school until later on, and you were pushed into it in many different ways. And you both chose your own paths. You both chose your own educational paths, your schools that you wanted to attend. As you were considering graduate school, when you got to that point where you decided that you wanted to go to graduate school, I'm sure that there were a number of different opportunities in front of you that you could have gone and studied at or decided to become a part of, but you chose a specific path in a specific school. Talk to me about what was going through each of your minds as you were making that final decision? And what was the tipping point for each of you on the program and the school that you ultimately chose? Dr. Yvette Martinez-Vu [00:09:24]: Once again, I feel like I had no other option. Let me say what happened in my case. At the time, I apply when I applied to graduate school, it was the beginning of my senior year in college. It was my 4th year. I had a year of a little less than a year of research experience under my belt, and I decided, okay. I'm gonna apply to a combination of master's programs and PhD programs. 4 and 4. 8, for some reason, it was a random number that sounded good to me. Dr. Yvette Martinez-Vu [00:09:52]: It's a nice even number. And I ended up getting into 2 masters programs and 1 PhD program. I did make the decision to pivot from English literature to theater and performance studies as a PhD. So that was a transition, and, therefore, I didn't know anybody in that department at my campus at UCLA, but I applied there for the PhD, and that's where I got in. And, ultimately, it was a decision of that had to do with finances, with location, and, really, that's about it. If I could go back in time, there would have been a lot of other things that I would have considered. I would have especially played more of an emphasis on the importance of finding a really solid, supportive mentor, adviser, chair of my dissertation. I did not look into that. Dr. Yvette Martinez-Vu [00:10:45]: Instead, I thought I got a full funding package. I'm gonna be here for at least 4 years. I'm close to home. Of course, it's a it's a yes. When I I once again, just to say to reiterate, I did not realize that there were so many other things to consider when making a a decision aside from location and finances. Dr. Miroslava Chavez-Garcia [00:11:06]: Yeah. So for me, somewhat similar in that. Again, I was definitely didn't know what I was doing at the time. I had a taste for research. I did have a supportive mentor, And the idea of working with him and doing a project on the 19th century is what what was fascinating and because there was very little research done in Mexican American history in the 19th century, especially on women, that was my interest to sort of go in there and tell it like it is right. This is what we were very ambitious when we're grad students, but that's good. But when so I only applied to 5 schools. Nobody told me to think of how many. Dr. Miroslava Chavez-Garcia [00:11:38]: I didn't have a you know, again, had no direction. I just applied. And, of course, it was a top school. So I think it was, like, Yale. I can't remember what else. Stanford, UC San Diego, and these other schools, and UCLA where I was already an undergrad. And that personal relationship I had with that mentor made that so that's the only school I got into essentially. So it was he he was able to open the door for me to go in and also provide a 1 year of funding. Dr. Miroslava Chavez-Garcia [00:11:58]: And because of affirmative action programs at the time, I was able to get a 4 year package after that. After my first year, I was able to so that provided quite a bit of stability in terms of funding. So that made it possible for me to go into this. What seemed like an exciting one, and we have no idea. Right? I think should have had practice like shadowing professors to see what life is really like. Because it's a it's a different lifestyle. I wouldn't say I could say challenging for some people. Definitely. Dr. Miroslava Chavez-Garcia [00:12:22]: I tell people give them little tips of what is involved. But for me, I also got that 1 year funding. I didn't really consider other options of what to do. Of course, now I know that having research skills, you can do many things. I did look at law school, I looked at the catalog and looked at the courses, and they just seemed so boring. I thought, like, God, I don't wanna do that. I just knew it. So I wanted to be able to read in research. Dr. Miroslava Chavez-Garcia [00:12:41]: The research part, I think, has always been my drive. Dr. Christopher Lewis [00:12:44]: Now every student that goes into graduate programs, whether it be master's degrees, doctorate degrees, law school, whatever it is, there is a transition. There's a transition from undergrad into grad school, just in general about how you're educated, but there's so many other transitions that you go through as well. Talk to me about the transitions that each of you had to go through to be able to make that switch from undergrad to grad student, and what you had to do to set yourself up for success at the beginning of the journey, and what you had to do throughout the journey to maintain that success for yourself. Dr. Yvette Martinez-Vu [00:13:24]: When I got in and I said yes, because I was switching departments and disciplines, I thought to myself, oh my goodness. They made a mistake. And now I have to play catch up. And I spent all summer trying to read all these foundational theater and performance studies texts, not knowing that a lot of it was critical theory. And I needed support in getting through those dense texts. And if I could go back in time, I would have relaxed. I would have slowed down. I would have enjoyed my last summer in a long time. Dr. Yvette Martinez-Vu [00:13:59]: I would have had off. So that's one thing that I did that I thought was gonna help me prepare, but it I don't know how much it actually helped. There were things that happened for me in my grad school journey that certainly helped me to make that pivot outside of the tenure track that I didn't know were going to help me. And it was just me leaning into my intuition and what felt good for me. In my 1st year of graduate school, everybody told me focus on your studies, focus on your research, and I was presented with an opportunity to become a graduate mentor for undergraduates, for Mellon May Fellows, and also for students who were involved in undergraduate research at the at the Center For Undergraduate Research at UCLA. And something just told me, I really wanna do this. It sounds like a great... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/31474197

Chief Diversity Officer's Journey: Tips for Thriving in Graduate School 05/27/2024

Chief Diversity Officer's Journey: Tips for Thriving in Graduate School Embarking on a journey to graduate school comes with its own set of successes and challenges. The path to achieving success in graduate school is seldom a straightforward one. In this enlightening conversation, we sit down with , the chief diversity officer at the University of Michigan-Flint, to delve into Dr. Luke's experiences and insights on navigating the world of graduate school. Aspiring and current graduate students can gain invaluable knowledge from Dr. Luke's journey, including his motivations for continuing his education, the pivotal experiences that shaped his graduate school experience, and the essential tips for finding success. Motivation and Transition: Dr. Luke's journey began at Grand Valley State University, where his early academic path was rooted in business and accounting. However, it was his experiences in sociology and the impactful support he received from the Office of Multicultural Affairs that sparked a shift in his educational trajectory. He describes his realization that he wanted to be the one facilitating the meaningful experiences he encountered in the classroom as a pivotal moment. This realization prompted him to pursue a career in higher education, leading him to the decision to continue his education beyond his undergraduate years. For aspiring graduate students, this underscores the significance of self-discovery and finding a genuine passion as key factors in shaping one's academic journey. Preparing for Graduate School: Dr. Luke candidly shares the challenges he faced as he transitioned from the structured world of undergraduate studies to the more intellectually demanding and self-directed nature of graduate school. His experiences in accounting had not fully prepared him for the rigors of graduate-level coursework, presenting a steep learning curve. To navigate this transition, he emphasizes the importance of self-discipline, time management, and a clear understanding of the commitment required for success in graduate school. Additionally, he advises prospective students to thoroughly research potential advisors and faculty members to ensure a good fit, highlighting the pivotal role that an advisor plays in a student's academic journey. Nurturing Resilience: Dr. Luke's journey was also marked by significant life events, including the birth of his first child, which taught him the importance of resilience and adaptability. Despite facing setbacks that delayed his progress, he advises students to embrace life's unpredictability and its impact on their academic journey. Given the marathon-like nature of graduate school, Dr. Luke emphasizes the significance of having a clear understanding of one's purpose and motivation, serving as a constant source of drive throughout the challenging years of study. The Impact of Graduate Education on Career: As Dr. Luke progressed through his master's and doctorate programs in sociology, he gained deep insights into race and racism, equipping him with the tools to address systemic issues of inequity. His academic background in sociology profoundly influences his work as the chief diversity officer, allowing him to apply the principles of the sociological imagination to address equity issues within his institution. For aspiring graduate students interested in careers in diversity, equity, and inclusion, Dr. Luke's journey serves as a testament to the profound impact of a rigorous graduate education in shaping one's approach to effecting meaningful change within institutions. Evaluating the Campus Culture: Graduate school aspirants often grapple with the challenge of identifying institutions with a strong culture of diversity, equity, and inclusion. Dr. Luke underscores the need to thoroughly assess the structure and resources devoted to diversity, equity, and inclusion within prospective institutions. He emphasizes the importance of evaluating the outcomes of these efforts, as well as the sincerity of the institution's leadership in fostering a truly inclusive environment. Additionally, he advises students to engage with current graduate students to gain insight into their experiences and the level of support and encouragement available within the academic community. Dr. Luke's candid reflections provide invaluable insights for individuals considering or currently navigating the terrain of graduate education. His experiences underscore the significance of identifying intrinsic motivation, fostering resilience, and aligning one's academic pursuits with a clear purpose. As students embark on their own journeys to graduate school, they can draw upon Dr. Luke's wisdom to navigate the challenges and triumphs inherent in the pursuit of advanced education. Dr. David Luke's journey serves as a beacon of inspiration for prospective and current graduate students, providing a candid account of the trials, growth, and triumphs experienced on the path to advanced education. By embracing these insights, aspiring graduate students can better position themselves for success, armed with the wisdom and guidance shared by Dr. Luke. By incorporating Dr. Luke's invaluable advice, you can chart a course that honors their passions, nurtures resilience, and aligns with their long-term aspirations, ultimately laying the groundwork for a successful and impactful journey through graduate school. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to the victors in grad school, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victor's in Grad School. I'm your host, doctor Christopher Lewis, director of graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. Every week, I love being able to sit down, talk with you, to work with you as you are walking through this journey that you're on, this journey that may lead you to graduate school. You may already be in graduate school. You may see the light at the end of the tunnel because you're in graduate school, and you see the door down the road, and you're getting ready to graduate. No matter where you are, you are on a journey. And for me, the biggest thing that I want for you is for you to find success in this journey that you're on. Dr. Christopher Lewis [00:00:51]: That's why every week, I love being able to sit down, talk to you, bring you different hints, tips, resources, things that you can think about that can help you to add some tools to your own toolbox that will provide you with some perspective and offer you some opportunities to be able to learn and grow. That's also why I love bringing you different guests every week that have gone before you, people that have had different paths that they've walked on, different journeys that they've gone through to lead them to where they are today, but all of them have gone to graduate school in the past. This week, we got another great guest with us today. Doctor David Luke is with us, and and David is the chief diversity officer at the University of Michigan Flint. And he did his undergraduate work at Grand Valley State University, but then went on from there and got both a master's and a doctorate from the University of Kentucky. So we're gonna be talking to him about his journey, and I'm really excited to have him here with us today. David, thanks so much for being here today. Dr. David Luke [00:01:54]: Thank you, Chris. I'm excited to be here. Dr. Christopher Lewis [00:01:56]: Well, I'm really excited to have you here. And I guess first and foremost, I wanna I wanna turn the clock back in time. I'm gonna go back to those days at Grand Valley State University when you were studying business and accounting as well as sociology. And at some point during your time at Grand Valley, after your time at Grand Valley, something was sparked in you. Something was sparked in you that made you decide that you wanted to continue your education. Talk to me about that. And what made you decide that you wanted to continue that education and go further? Dr. David Luke [00:02:30]: So I went to Grand Valley. I graduated high school, went to Grand Valley. I'm from Grand Rapids, so I was basically going down the street, although Allendale was never really a destination for me. I hadn't actually been to the campus that I would end up being at until the summer before I started. And as a 18 year old college student, I didn't have the clearest vision for what I intended to do. So I knew that one of the outcomes that I should have with college is to get a job. So I went into college with a general business major and was persuaded by some accounting faculty to go into accounting, and then was persuaded by them even though I didn't do that great relatively in the intro to accounting classes, but then was persuaded by them to get a CPA license. All of these are good things for job prospects, So that was appealing to me. Dr. David Luke [00:03:23]: Part of the requirements for being a CPA include 150 college credits, and it doesn't really matter what the discipline is. And so I had in undergrad in my general education taken some sociology courses. The first one I took was the sociology of the civil rights movement because in the general education, at the time, there was a civil rights, you could pick a theme. You take 3 classes within a theme, and the theme that I chose was the civil rights movement. And so I took that class. I took intro, and I thought, I like this, and I would like to major in this. But even more so, these experiences that I'm having in this classroom are things that I might like to reproduce someday. I would like to be the person facilitating some of this. Dr. David Luke [00:04:03]: Specifically, sociology gave tools and language and a structure to organize thoughts that I had sort of abstractly in my mind, especially as pertains to race and racism. And so helped me to develop a more sophisticated understanding and and really then think about what are ways we could do to intervene to disrupt systemic racism. And cocurricularly, I received a lot of support through the office of multicultural affairs at Grand Valley. And there was a person there at the time, the late dean Oliver Wilson, who was the dean of multicultural affairs, who was over that office. And I wanted his job, essentially. I thought, oh, I could really find fulfillment out of that. So I graduated. We were heading into the great recession at the time. Dr. David Luke [00:04:45]: I had my accounting degree. And my plan was I would work 10 or 15 years in accounting, earn some money, and then transition at some point to a career in higher ed, whether it was as a sociology professor or in sort of multicultural affairs, diversity, equity, and inclusion work. I lasted two and a half years in public accounting. I did 3 busy seasons, and that was enough for me to want to study for the GRE. Now along the way, also, I was taking the CPA exams. I had to take and pass 4 parts of this big exam within a calendar year. I did that, But so my my life from January through end of March was consumed by busy season work. And then for the 1st year outside of that time, when I would come home at 5, I would eat, and then I would study for 3 to 4 hours a night for the exam. Dr. David Luke [00:05:35]: So there was no balance for me for work life balance. And and in retrospect, I think had there been, I would have probably lasted longer in accounting. I could've left public accounting and gone somewhere where the hours are a little bit more reasonable. But I don't regret my choice to apply for graduate school. But even, you know, as I mentioned, you know, going into undergrad, not really knowing what I was doing and and choosing business, I knew disciplinarily that I wanted to study sociology, but the process for applying for graduate schools and understanding how to do that kind of in a thoughtful, deliberate, intelligent way was not something that I was super familiar with, especially given that I was not coming from academia. Right? So I I've been a couple years removed. I had a lot of support from sociology faculty at Grand Valley who helped walk me through the process and write recommendations and all of that. But I still, in retrospect, think some of the students that I work with at U of M Flint that are pursuing grad school are much more well prepared than I was in many ways. Dr. Christopher Lewis [00:06:33]: Now you ended up at the University of Kentucky, and you probably could have gone many different places to be able to study sociology. There's many graduate programs across the country. Talk to me about the thought process that you went through and what ended up leading you to the University of Kentucky for sociology? Dr. David Luke [00:06:56]: One of the primary reason that I went to Grand Valley for undergrad was financial. I was offered the best scholarship package there. I was able to go there and graduate without incurring debt. I applied to 10 different schools for sociology PhD programs. The strategy was have, like, 3 maybe reach schools that, you know, you might not get in, but if I did, it'd be great. 3 or 4 kind of I'll probably be able to get in in their quality, and then a few that you're sure you'll get in. What ended up happening in that process was and I had applied to Kentucky in part because I I knew someone that moved down there, and I had some familiarity with the university. And part of the choice was, again, financial. Dr. David Luke [00:07:38]: I was a funded graduate student at at UK. But, also, I I went on a visit there and met with the person who would be my adviser, and I was a bit overwhelmed by him. He has a very intense intellectual curiosity and a breadth of knowledge and, you know, so I I met with him and he's rattling off all of this stuff that, you know, is kind of making my head spin. But I knew that I could learn a lot and grow a lot there and that, I would be well supported. And interestingly enough, the director of graduate studies at the times had had some interesting connections to Michigan. She was a grad student at Michigan State, but had done undergrad at Aquinas College, which is in Grand Rapids, and had a professor there who was one of my professors at Grand Valley when I was in undergrad. So it was a small world thing, But there were a few couple other programs, and I and I actually think in many ways I was an odd fit at Kentucky. They have strengths in Appalachian sociology, rural sociology, and then they were kind of as I was leaving in 2018, the areas of emphasis tended to be more criminology and medical sociology, and none of those really fit with me. Dr. David Luke [00:08:42]: My interests were in race and racism and also in work and organizations. So I had some experiences from my time in public accounting that sort of informed more of an interest in in work and organizations. And so I did some research and and work around that also and taught that class while I was in grad school too, sociology of work and organizations. But, yeah, it was a practical matter of getting a a funded assistantship. And and I was a research assistant on NSF funded projects for the 1st 3 years that ultimately resulted in a coauthored book. And then I also having met some of the people down there kind of solidified things. Dr. Christopher Lewis [00:09:20]: Now not everybody may understand because you did go from a master's to a doctorate. And as you said, just a second ago, you were applying for a doctorate program. And we've talked about this on the show in the past, but that there are some graduate programs that are out there that are lockstep, where you're applying for a PhD, but along the way, you're getting a master's degree. Talk to me about how that worked for you and the difference between what you were doing in your master's and your doctorate, just to add some clarity for what that experience was like for you? Dr. David Luke [00:09:57]: Yeah. It's an interesting question because the program that I was in changed in that regard while I was there. So I applied thinking that I was a PhD student. I remember at an orientation saying I was a PhD student and a faculty member correcting me and telling me that I was a master's student. So at that time, you would do 2 years of coursework and your master's thesis was sort of the culmination at the 2 year mark. And at that point, you would do a sort of application to get into the PhD program. What changed probably 5 years into my time there and I was I was on there for a little over 7 year 7 and a half years. The program changed so that people would apply for the PhD program, and if they left early after, like, 2 or 3 years, there there would be a master's paper, something they would write sort of in the middle of their towards the 2 thirds through their coursework. Dr. David Luke [00:10:55]: And if they completed that, they would get sort of a terminal masters as a parting gift if they decided not to complete the PhD for whatever reason. And and grad school is a marathon. There are a number of reasons that people don't don't finish a PhD when they initially intend to, but I essentially I I did my 2 years, my master's, thesis, defended it. The director of graduate studies at that time was my MA adviser, and she wrote a letter to herself to recommend me for the PhD program so that they would have that record on file because the adviser would recommend to the DGS. And so in my case, it was someone writing a letter to themselves. The coursework was basically 3 for the program as a whole, it was basically 3 years of of structured coursework, then you do your qualifying exams, your proposal, and then your, dissertation. And those 3 years, you're taking classes with masters and PhD students. So the 2 years of masters coursework and then the thesis, a masters is supposed to represent, content matter, mastery. Dr. David Luke [00:12:00]: Right? You you are as a master's someone with a master's in sociology, you know and understand the field at a very high level. The PhD is supposed to be adding knowledge to the field. So my master's thesis isn't necessarily something that adds knowledge to the field, but my PhD, the dissertation should be something that creates or adds new knowledge within the field of sociology. So that's kind of the bigger difference. And then, you know, people once they finish their coursework, people do their dissertation from all over the place. So you're kind of with this cohort moving through, and then everybody's finding their ways differently. So for me, I was in my PhD program at the dissertation stage, and a position opened up in the Martin Luther King Center at the University of Kentucky. And I knew that if I wanted to get my foot in that type of work, I had to have some experience, and this was my chance. Dr. David Luke [00:12:53]: And so I was able to get a job. So my last couple years in grad school, I was also working full time and working on my dissertation. And I had a very supportive supervisor who was trusting giving me autonomy and trust that I could carve out time to write during my work day as long as I was doing what I needed to for the job to. So that was really helpful. Dr. Christopher Lewis [00:13:13]: Now earlier, you talked about that you left Grand Valley. You worked for about 2 years in accounting and then made that transition into graduate school. So there's a little bit of time between your undergrad and grad work. And we've talked about this on the show as well, that there is a big difference between the way that you're educated typically in undergrad and in in the expectation in graduate school. And there's so so there is a transition that you have to go through. Can you think back to your time transitioning into graduate school because you were able to find success? You got through both the master's, the doctor degree. What did you have to do... /episode/index/show/85d5a8de-0188-4c24-8405-21b759e044b5/id/30602548

Victors in Grad School

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