Dal PhDer

Most graduate students suffer from imposter syndrome! And I bet we can all list a few presentations we completely tanked. I did a presentation at a conference where I followed the president of this company. I was only suppose to be up there for 10 minutes but freaked when I saw that there was over 300 people....lets just say, there's over 300 people out there that most likely think I'm an idiot! I was soo nervous, and then the powerpoint wouldn't work..and I tried to make a joke to calm my nerves, but only i laughed...it was horrible. But you know what? I just forgot about it, and keep getting up there. Presenting takes experience, and over time you'll feel more and more comfortable. But I know lots of professionals that have been doing it for years and still get nervous and freaked out! As for your mark, I would talk to the prof and ask how the presentation is graded. From my experience, there is always a small percentage on your presentation skills (i.e., nervousness, clear speaking, etc.), but the rest will be on the content and quality of your presentation and the points you were trying to get across. If you were prepared, I am sure it came through! Everyone gets nervous presenting. I would recommend Toastmaters, but also talk to someone about mindful techniques...they help me! Don't worry, in time it gets better!

Great advice here! I would say start your next class with a presentation on the expectations of the students, and the consequences of not meeting those expectations. This way, you're outlining their responsibilities (showing up on time, being respectful during their time there, etc.), also- I always post my marking scheme before, so students know how I'm marking. I make sure it's clear and outlined well. This saves me time when marking, and if students come to talk to me, I can say "refer to the rubric to see where your grades are deducted". Be up front and clear with your expectations and what will happen if they are not meeting them. And if the student is being disruptive during class, ask them to leave- if they don't- call security. I recently attended a workshop on how to deal with disruptive students, and that was what the school suggested. You have to think about the class as a whole, I'm sure 1 disruptive student is annoying more than just you! On the other hand, as the TA, it is YOUR job to remain in control of the class. It can be hard when students are overwhelmingly disrespectful, but that's why it's important to be upfront and clear about how you expect them to behave/act/work in your class, and what will happen if they don't meet those expectations - and you have to be sure to follow through. Students can smell fear and niceness, and will take advantage of it!

I'm looking for a tool to assess the methodological quality of the articles (all quantitative) in my literature review. I have found two, but am not sure if they're what I want to use. Do any of you have experience working with these tools to assess the quality of the literature you're using? Any suggestions?

I feel like I carry everything I own everyday... Bag 1: Normally my old MEC backpack -Wallet -Cell -Laptop (cord and mouse) -Headphones -5lbs of keys -Lip gloss -Textbooks (1-2) -Notebooks (1-2) -Note cards -Agenda -Pens/highlighters -Lunch & afternoon snack & a snack for emergencie -Coffee mug -Water bottle -Costco sized bottle of Advil (not joking...it goes everywhere with me!) Bag 2: Tote -Sneaks -Gym clothes -Makeup / deodorant -Hat for post-gym hair -Towel -Yoga Mat (occasionally)

I received my application noticed last week. I'm not really sure what this means, other than it's been approved by my university. I've heard myths that if you've passed the university competition that your chances are pretty good. I hope that's true! Good luck all! I know last year the final announcements didn't go out until May. Hopefully we don't have to wait that long. What is this Feb date? Not notice of award..?

I invested in a nice pair of headphones for this reason! You can get some really great deals! I would say if you listen to music a lot, it's worth having a pair of phones that will last. Also, I was recently introduced to songza ............ HOW DID I LIVE WITHOUT IT!?? Seriously! They have some fantastic music (free) that is great for working/reading/studying/writing...EVERYTHING!

Wait...you mean you guys pick teams based on stats and actual players? hehehe... I just began reading about the whole Manti Te'o story today (I've been living in a bubble)...it's beyond bizarre.

I don't think wildviolet was frustration had anything to do with her being an international student. It sounds more like she didn't want to be around a negative Nelly (which, who does? grad school can be rough on it's own, you don't need to constantly be shouldering someone else's complaints), and felt that she was asking an inappropriate favour around the readings and class facilitation - which, regardless of her international status and native language, she should be able to do without wildviolet's help. I respect that immigration is a strong and personal topic for you, but I think you're critique of rant is a bit off. If I was in Wildviolet's position, and there was a student constantly complaining, and wanting me to help them with their projects and work (over an above peer-review and discussion), I would probably be frustrated too!

I keep track of the following: Authors Year Journal Purpose/Hypothesis/Research Question Presence of a theoretical/conceptual guiding framework Independent/Treatment variables(s) (with an additional column on definition) Dependent variables(s) (with an additional column on definition) Sample (size, M/F ratio, age, how they were selected, and health risk factors) Design (type of design - with additional columns on dosage/length of exposure, etc) Confounding variables Analysis Results (with specific) Overall conclusion Limitations Mention of application? (Another column with detail) *I will also have columns that will have a "*" or "?" to simply state if the concept is present or not, and then another column with more specific detail. This is just general...I've tailored a lot of the information to my field...so if I'm comparing a definition of a specific concept in the literature, I will have a column with a detailed explanation of the definition, and then another column where I begin to synthesize the results. Another great thing to do is just search around for literature reviews in your field to see what they tend to collect. I over collect - mostly because my area is new, and there's limited research and I want to clearly look at the gaps. My motto is over collect, because it's easier to cut information rather than go back through everything.

I'm so torn now. I really had anticipated a Brady vs. Kaepernick showdown for the Superbowl...and while I've been a NE fan for the last 10 years, I was ready to hand my QB love to the 49er's and cheer for them. But it's the Ravens...they have heart, and smiles, and puppy dogs, and dammit...I just like them. I don't know...I think I'm going to have to go for the underdog here. PS: bamafan- thank you for the fantastic .gifs!! LOVE THEM!!

I've been apart of a class for 3 years now where one of the objectives it to be able to critically assess literature. One thing I've noticed is that students come into this 3rd year course with no experience in assessing writing, thoughts, research design, rationale, etc. The most common critiques I see are : font is too small, title is too big, referenced literature in the article is out of date (from an article originally published in the 80's, 90's!!!). I've also noticed that as much as they have not had to GIVE critical feedback, a lot of them haven't RECEIVED it. What I have done to combat this, is to first point out strategies for critique, and specific questions you should ask yourself when reviewing work. Now, this might be a bit easier in my area than yours, but I've found that just presenting students with what to ask themselves makes a difference. I then get them to apply it to several articles known in my area for faults- classics! This way they get to critique, but also suggest improvements. Now, I think peer review is great! However, students can be MEAN to each other. I think we've all received feedback that burned a little- as there IS an art to providing feedback. I was part of a 'Work In Progress' session at a recent conference that dealt with learning how to give and take feedback. Before the session began, we received guidelines about acceptable, professional, and appropriate feedback. Maybe have this discussion with them, and stress that this is to build a better outcome, not to tear it down...and also learn how to appropriate question other's ideas. You could also do a mock project, kind of like a debate. Give students an article and a side to debate...so that the students aren't critiquing an individual's work.

I love Mendeley...it's literally SAVED my life. I also keep a database in excel (much like an annotated bib) of everything I read...it's really great! REALLY! It might take a bit more effort to start, but once you do it, you really realize how much information you can gleam from an article. I also take notes in a .doc about the theoretical concepts, questions that it spurs, or links to my research. I have found doing both these things really makes it easy when you come time to write. I've often used the excel document to make revised/shortened tables.

I might be too cynical to answer this...but I think you are experience a common interpersonal relationship that many students experience with their supervisors. I have a new supervisor - he's older and married with kids - but I experienced some of the friction that you are experiencing. I wouldn't relate to their personal lives, but maybe to where they are in their career. I am sure she is dealing with a lot of new things, and may not have developed the 'managing' skills that more seasoned professors have. I have found that my professor expects me to learn the way he does. I am the polar opposite, so this has been difficult. I also like and freely/overly give positive critical feedback; whereas he doesn't. Students are going to find fundamental learning/teaching differences that they have to deal with when it comes to their supervisors. I personally think that it is sometimes easier when your supervisor can recognize that a student may learn differently than them, and can adapt to that (but also the student must adapt to their supervisor as well). I don't think this adapting to the learner skill is necessarily absent from new profs, but I do think it develops more through the act of supervising. I would try and have a discussion with your supervisor, pointing out what you like in terms of supervision, and how you two might come to a common ground to make the process easier. Also try and remember that your supervisor isn't required to like you, but you're also not required to like them. Good luck!

I'm going to hate...HATE myself for saying this, but a lot of what you're talking about doesn't become 'work' after awhile...it's basic instinct for me to go through journals in my spare time looking for interesting articles, or picking a book related to my work to read in my off time. Time spent working though will depend a lot on where you are in your degree...well, expect to spend full-time hours (i.e., at least 40 hours/wk) working. Course work will take up a lot of your time. I easily spend 8 hours outside of class doing readings and writings for my classes (I like to over prepare and read the suggestest literature, as I find it helps with my dissertation work too). Reading journals and literature is a task that will NEVER end - there's always new relevant literature being put out, so expect a normal task to be keeping on top of it. Doing research- that depends on where you are in your program, but also if you have the opportunity to take on some outside projects! Then there's TA work too! I will often clock busy 12-13 hour days during the week, and then low key 8 hour days during the weekend. But I find a lot of the work i do doesn't feel like straining work!

49er's woo!! Gotta give the Ravens credit- they're putting up a fantastic game against the Pats! But, if the Pats win...I'll get my $10 win in ProLine! Woot! ..

What a fantastic thread with amazing advice. It's so encouraging to see people out there who are enthusiastic and motivated to make the classroom an engaging interaction where students and instructors learn. You all have really provided golden tips here! Having read this thread, I can already feel myself evaluating what I do and changing things. Thank you!

I find conferences are all about networking...that networking might look differently than the traditional 'here's my business card lets talk', but it's still networking! I will always take in the keynotes and then any interesting sessions, but normally my days/evenings are spent drinking/eating with other professors and their graduate students. I think the best time at a conference is when your supervisor goes...I always find I meet more people with him around! I think there's always stories about unprofessional behaviour, love affairs, and drunken brawls...but I think those are urban legends!

What an amazing weekend for football, eh? I was surprised the 49ers stomped the packers! I think I'm going to have to go with them this year...normally I'm a true and true NE fan...but I feel like Brady just doesn't have the steam in him. I think it will be the 49ers vs. NE in the superbowl. 49ers will win! I think Kaepernick has the gumption to pull it off! I love it!

I have been lucky and have made some extremely close friends through my graduate school experience. I want to comment more on the fact that you really shouldn't care if people think you're 'overly bubbly'...they're silly!!!! Who WOULDN'T want a bubbly friend??? Who wouldn't want to be around someone who is positive and kind? I started to gain more friends (true, sincere friends), when I realized that life is too hard to be someone who I'm not. I'm silly, loud, raunchy, ditzy, overly happy but yet an extreme worrywart and nervous nelly. My friends know this, and embrace me for the good and the bad! I use to hate and dwell on people not liking me, and now my attitude is "honey, if you don't like all this, you is crazy!!!" So my advice is do social events, join clubs, and sports, and just spend every moment and everyday being yourself! People will gravitate to you! I think it can sometimes be hard to make strong friends through this experience, because depending on where people are at in their degree, and the amount of work they have to do...they can be busy. Sometimes i need a push from my friends to get out and do something other than work! So sometimes you just have to push people!

If the dating scene was a comprehensive exam for my PhD...I would be failing miserably!

I am in the same situation as yourself. I have lived in this city all my life and have lots of responsibilities outside of school: family, friends, work and community. There is a point where you have to really decide what you can and cannot do. Your friends and family should understand that you are at a point in your life where it's important for you to invest what you need to into your career- they will understand and be there for you. Sometimes with work and community obligations you have to decide if it's really worth it. Will it help your career? Help your wellbeing? Help your research? It's difficult managing these obligations with not wanting to disappoint people. But it's better to make sure you can manage your plate, rather than have it all fall. It's also really important, like you said, to have stuff that's for YOU. I do this through social sports with my friends- so I combine something for me, an activity with my friends, and exercise into one thing! I think we are largely brought up to believe that it's wrong to put ourselves and what we need first. But sometimes, especially in grad school...you have to do that. You have to say no to other people and other obligations and focus on yourself. PS: I am still failing at this!

On a side note: I have fallen into the trap that assuming that there is similarity between programs. So if in one program I don't need certain pre-reqs, I assume I wouldn't need them for the same program at a different school. But that's not the case. However, your school should have made sure you were prepared for a course that required specific training. They might have made you take a foundation course so that you were on par with what they felt students should know. Regardless, there are lots of times in grad school where I have been in a class and had to teach myself what we were covering. (Takes me back to multivariate statistics). It's one of the hardest parts about the experience, if you don't know what's going on and don't have the background knowledge, then you're up the creek without a paddle, and have to learn it outside on your own!

I am with Usmivka: if there are those students out there, I doubt they would be on here...as this place is really a platform to ask questions, get feedback, and discuss the hardships/bumps in graduate school. I haven't met a student yet that hasn't, at one time or another, felt incompetent or not smart enough for this path...I think self-doubt, on some levels, is healthy, and keeps you pushing yourself to do better. I know whenever I feel insecure or doubt my abilities, I work extra hard. As the Housewives of Atlanta would say: "let yo haters be yo motivators" ...for real, boo! I let my doubt fuel my motivation to work harder. I think that's why graduate students are so successful...they turn those butterflies and weebles, into hard work and determination.

My guess is this person is one

Me after my committee meeting yesterday ....(I could do this all day!!!)....