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Reflections on Mentorship

MJ Alharbi, PhD Candidate in LLSS and Dissertation Coach at the Graduate Resource Center

An important part of the mission of GRC is to improve the quality of graduate students’ academic experience. We understand that faculty mentors can play a critical role in the success of these students. To gain insight into the varied mentorship practices and expectations of faculty and students, we have asked professors and graduate students from different disciplines at UNM to reflect on their mentoring experiences by answering the following questions:

What was one effective mentoring experience you have been through? What made it so?

What was one less effective mentoring experience you have been through? What made it so?

What should graduate students expect from their advisors and vice versa?

Amalia Parra: PhD Candidate, Winrock Doctoral Fellow   

What was one effective mentoring experience you have been through? What made it so?

Throughout my undergraduate tenure I worked in a research laboratory. Like starting a new job, I became familiar with the research in the lab and the history and current status of the field. Learning laboratory techniques was the easy part. At the time I didn’t realize that being part of a research group was more than bench work. Prior to this, my only lab experience was from course laboratories (chemistry, physics, biology etc.). Luckily, my advisor was willing to help me become the leader, mentor, and scientist I aspired to be. As such, I mastered the bench work but also learned how to think critically about the work and gained many transferable skills along the way. This took determination and dedication but it was also my advisor’s way of treating me like the person I aspired to be that made this mentoring experience very rewarding. My experience as a graduate student has been just as gratifying.

What was one less effective mentoring experience you have been through? What made it so?

There are lessons to be learned from almost any mentoring experience. Less effective mentoring experiences have been those in which I was viewed as an assistant rather than a protégé. Mentorship happened only during review periods and little to no advice regarding reaching career goals was provided.

What should graduate students expect from their advisors and vice versa?

If and when you get those three coveted letters at the end of your name is completely up to you. However, you can expect that your advisor will help you—but it is ultimately up to you.  One important thing is that graduate students should establish good communication with their advisor—early on! Advisors provide mentorship and support throughout the graduate career but it is the responsibility of the student to attain the degree. That is, the student should be fully aware of program requirements and deadlines and be prepared to research their own PhD. Meet with your advisor frequently to present research findings and to interpret findings as well as determine the next steps. Have a well-thought out plan for the next steps and what you will do if something doesn’t work. These meetings should be a discussion rather than your advisor telling you what to do and you going off to do it. Remember, advisors have already been there, done that, so you should take responsibility.  

Students should expect that their advisor meet with them to get feedback on work and discuss new ideas. The advisor should also be prepared to help the student formulate research questions and evaluate the progress of the work. For the most part, the advisor should be providing help while the student is the one doing the work.

Leila (pseudonym): PhD Candidate  

What was one effective mentoring experience you have been through? What made it so?

To be honest, I don’t see mentoring as coming from a single person. I’d have to say that instead, my effective mentoring actually comes from having a whole network of people. This includes different people in academia or even people outside of it. But regarding just my network within academia, I’ve benefited from having a diverse base of mentors. That is, I like talking to people beyond my field of study, including faculty and other students as well. I like learning about different perspectives. Actually, I’d say that my best mentoring experiences have come from outside my own department. Maybe the fact that it felt like they were doing it from a sincere desire to help (vs. your advisor who supposedly gets paid to be your mentor) made the relationship more real and inspiring. To have faculty in other departments who are willing to take time from their busy schedule to listen to you and guide you is just uplifting. Another important aspect for me in mentoring is to meet people as people. By that I mean to stop labeling people as “students” or “professors” and remember that we are more than that. My best mentors probably don’t even think of themselves as mentors! They were compassionate human beings looking after me. In other words, successful mentoring to me is not (only) about explaining some methodology or theory or technicality, but having a beyond academics connection with someone else. To me, mentoring includes empathy.

What was one less effective mentoring experience you have been through? What made it so?

My less effective mentoring experience in academia has been opposed to what I explained earlier: when someone does not see you as a person but as a producer of knowledge. When your mentor only sees you as a researcher who needs to meet the highest standard in order to gain a title (e.g., PhD) but forgets about the rest of you, that really discourages me. This especially wears me down when it is supposed to be an extended mentoring relationship but it feels like it never grows. For me, to know “everything” in a field is not as important as other experiences. Knowledge and skills themselves do not make someone a great mentor. My worst mentoring experience has been when I am just asked to know and do things in the “right” way. Coming from a less privileged background compared to many Americans, I see that a lack of critical thinking also impacts mentoring. Some mentors didn’t care that I grew up without a dad, just with a mom who couldn’t finish middle school; they didn’t care that I am not a native speaker of English; they didn’t care about me having a son; they didn’t care that I’m a person of color; they didn’t care that I grew up in different culture. These mentors only cared about my skills (specifically, academic writing). They could not see all the lack of privileges that have ultimately impacted who I am or the assets I bring. I don’t know how to swim, I don’t know how to play an instrument (even though I wanted to learn piano as a child, but didn’t have the chance), I didn’t know about the library until middle school. All these little things that some take for granted and think that everyone else has experienced make me who I am. But to be honest these mentors actually didn’t even care about who I am today. They could only see how I write my papers. They didn’t value me for anything else. The feeling of being valued based on a paper is devastating. You question yourself, whether you’re in the right place or doing the right thing. It makes you wonder if academia is reserved only to some closed privileged group of people.  

What should graduate students expect from their advisors and vice versa?

After many years of graduate school, I believe that students should not have high expectations of advisors (at least in order to avoid disappointment and heartache). I would not see advisors as mentors, necessarily. Sometimes advisors just act as the gatekeepers of the academic world. So, expect them at least to read your work and to give you feedback. If you’re lucky, maybe they can mentor you as well.

On the other hand, I wish advisors knew their students better. They should expect diversity in their students. They shouldn’t measure them the same way. They shouldn’t expect them to learn the same way. They shouldn’t assume they all have the same interests (even when they are in the same subfield).

Dr. Cristyn L. Elder, Assistant professor of English

What was one effective mentoring experience you have been through? What made it so?

One of the most life-/career-changing experiences I've had with a mentor was actually under the tutelage of two of my professors at Purdue University, Dr. Irwin "Bud" Weiser and Dr. Shirley Rose. They both specialize in WPA (writing program administration) and are a key element as to why I chose Purdue's doctoral program in Rhetoric and Composition. (Note: Dr. Rose is now at Arizona State University.)

Bud and Shirley were my introduction to the field of WPA and reinforced for me through their courses that WPA work is what I wanted to do. However, one event in particular was quite meaningful. I, and 5 of my peers, were taking a WPA seminar course with Shirley. For the final assignment, we as a class completed a group project. We all chose to create the WPA Board Game. Upon Shirley's urging, we then submitted that game to the CWPA (Council of Writing Program Administrators) Graduate Research Awards Committee, winning first prize. (I wouldn't have even known about the prize or the organization had Shirley not introduced me to it.) Along with the prize, we were asked to present our work at the CWPA annual conference, which was my first time attending. That conference presentation then turned into a publication for the group of us, "Praxis and Allies: The WPA Board Game" for the journal WPA: Writing Program Administration, my first scholarly publication.

Since the time of my first CWPA conference, I have gone on to co-found WPA-GO, the CWPA graduate student organization; I am currently serving as an elected member of the CWPA Executive Board; I am also currently chairing the CWPA Graduate Research Awards Committee; and I have gone on to continue publishing in the field of WPA. So the seminar course I took with Shirley and the mentoring I received from both Shirley and Bud have had a lasting impact on my academic career, across my research, teaching, and service.

In case they are of interest to readers, I've included a few links here related to my response above:

Council of Writing Program Administrators: http://wpacouncil.org

WPA-GO (CWPA graduate student organization): http://wpacouncil.org/wpa-go

The WPA Board Game: http://wpacouncil.org/praxis-allies-wpa-game

"Praxis and Allies: The WPA Board Game": http://wpacouncil.org/archives/32n3/32n3sura.pdf

Dr. Holbrook Mahn, Professor of Language, Literacy and Sociocultural Studies 

What was one effective mentoring experience you have been through? What made it so?

Rather than focus on one experience, I prefer to discuss, in general, what I feel makes a mentoring session effective. I think that the best mentoring sessions are those in which there is co-thinking between mentor and mentee, because to achieve it both parties have to listen carefully to what the other is saying. Instead of a one-way monologue from mentor to mentee, co-thinking promotes the kind of dialogic exchange in which new knowledge/understanding is created. This, in turn, can empower graduate students as they see that they are part of a partnership in pursuing their studies and that there is a compassionate listener who values their input.

What was one less effective mentoring experience you have been through? What made it so?

Again, in general, less effective mentoring experiences have been those in which co-thinking is not present, because either the mentor is not listening or the mentee’s role is perceived only as a listener. I have found that in those instances the grad student will seem to be listening diligently, with the appropriate head nodding, but in a follow-up session it is clear that not much was assimilated from the session, the fault of which falls to both parties.

What should graduate students expect from their advisors and vice versa?

Graduate students, first and foremost, should expect respect from their advisors, manifest in their ability to listen with empathy and openness. Advisors should respect their advisees and not use the authority flowing from their position to impose their ideas on students, which can devolve into bullying if the student resists these ideas. A scenario less likely to occur if genuine co-thinking is present.

As the reflections from faculty and students show, each person has different expectations for how mentoring occurs. Although the perspectives are different, there are some key takeaways:  

Mentoring is the kind of practice that shifts and adapts to the mentor and mentee 

Effective mentoring relationships are purpose-driven 

Good mentoring relationships are co-created and develop through thoughtful reciprocity

TEDxOverlake - Karen Russell - Modern Mentoring: The Good, The Bad and The Better 

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Work-Life Balance: A Day out in Albuquerque

Katherine Peck, PhD Student in Anthropology, Winrock Fellow

It’s no secret that graduate school can be stressful. One of the keys to alleviating some of this stress is maintaining a good work-life balance – balancing coursework, research, and teaching with taking care of yourself.

Since starting grad school this fall, I’ve found one of the best ways to keep myself grounded is to explore Albuquerque. Engaging with the world outside of campus is a great way reset after a long week of work. Luckily, there’s no shortage of things to do in Albuquerque that will get you outside and won’t break the bank!

Petroglyph National Monument

Do you feel like getting outdoors, but aren’t in the mood for a long hike? Petroglyph National Monument is a 15-20 minute drive from campus. Take I-40 west towards downtown and get off Coors Blvd NW. Follow signs to the monument. Stop at the visitor’s center first and pick up a map of the trails or for a quick orientation to the site. The center runs a short video on the site’s history, and the ranger on duty can recommend a hike based on your interests. Just up the road from the visitor’s center, and for a small $2 parking fee, Boca Negra canyon features several short trails that will take you among the petroglyph-marked stones.

At the top of the Boca Negra trail. The rock alignments are likely the remains of old hunting blinds. Photo courtesy author. 

The top of the trail also features great views of Albuquerque and the Sandia Mountains. If you only have a short time to spend out in the park, this is the area I would recommend. If you are willing to hike a little longer, try the Rinconada Canyon trail. The trail is a slightly longer loop (2.2 miles) but with little to no grade, and will take you past hundreds of petroglyphs. To complete both trails will take you most of the morning. For more hiking and more petroglyphs check out Piedras Marcadas canyon, which is slightly further afield than Rinconada or Boca Negra. The Monument also contains the Volcanoes day use area to the west, which has no petroglyphs, but features a trail through some of the cinder cones that dot the area’s skyline. Petroglyph is a great introduction to the history of Albuquerque and some of the stunning natural landscapes New Mexico has to offer.

See National Park Service website for more information about the park.

New Mexico Museum of Natural History and Science

There are plenty of museums, shops, and restaurants to explore in Old Town. One standout is the New Mexico Museum of Natural History and Science. For an entry fee of $8, this museum is one of the more expensive trips on the list, but is well worth it! One of the museum’s permanent displays is a long series of corridors showing the history of New Mexico, from the Big Bang until today. You’ll walk through dark rooms detailing the beginnings of the universe, rooms dedicated to many of the different geologic periods (complete with fossils – many of which come from New Mexico!), and finally exhibits on the natural landscape of the state today. The museum also features a gem and mineral collection and rooms dedicated to astronomy and the science of sound.

The museum is family-friendly, but still a great experience for adults. Much like Petroglpyh National Monument, if you’re new to Albuquerque, the museum is a great way to learn about the history of the state. As a bonus, the Albuquerque Museum of Art and History is just down the street, and Explora (Albuquerque’s children museum) is right next door.

Check the NMMNHS website for information on traveling exhibits or IMAX showings.

Kasha-Katuwe Tent Rocks National Monument

Looking for something a little further afield? Kasha-Katuwe Tent Rocks National Monument is a little more than an hour’s drive outside of town. $5 per vehicle gets you into the Monument, where there are several hiking trails.

A view from the Slot Canyon trail. Photo courtesy the author. 

The Slot Canyon trail, the first trailhead you encounter after entering the park, has views straight out of a geology textbook. A winding slot canyon (a scramble at times) slowly takes you up to the top of a mesa where you can see the eponymous “tent rocks” that give the monument its name.

The “tent rocks” viewed from the top of the slot canyon trail. The tougher capstones protect the rock underneath if from weathering, leading to the cone-shaped tops--similar to the rocks of Goblin Valley State Park in Utah. Photo courtesy the author. 

Although it’s out of the way, Tent Rocks has become really popular in the past few years because of its picturesque rock formations. Head out early in the day to avoid crowds (and the sun).

Check out the BLM’s page for more information.

These are just a few suggestions for combating the stress and expectations of graduate school. Whether you get outdoors or schedule in time for some other personal hobby, maintaining balance between writing, researching, and leisure activities is essential for your well-being and progress in grad school. 

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Crafting an Impressive Teaching Statement

Aeron Haynie, Executive Director of the Center for Teaching and Learning & Associate Professor of English at the University of New Mexico

Photo courtesy of Stocksnap.io, used under CCO 1.0

When you apply for a position as an assistant professor– whether at a small liberal arts college, a regional comprehensive university, a community college, or even a research university – chances are you will be asked to submit a “statement of teaching philosophy” or “teaching statement” along with your application. For most graduate students this is one of the most perplexing parts of the job application process. And for good reason: few graduate students have received sustained, thoughtful mentoring in teaching and even fewer have taken graduate courses in pedagogy.

I’ve been on numerous search committees and have personally read hundreds of teaching statements. Most sound eerily similar; few really give the search committee a sense of the applicant’s strengths or potential as teachers. But they can. And here’s how!

The Moves of the Discipline

Okay, I’m going to ask you to do something pretty difficult here. But trust me, this will pay off. You’ve spent a substantial part of your life devoted to your particular field. Think back to when you were an undergraduate: what drew you to your discipline? If an undergraduate student only takes one course in your discipline, what would you like them to take away? Or, put another way, what understanding of the world does your field provide? I know these are giant, difficult questions, but if you’re going to inspire college students – many of them not majoring in your field – you are going to have to think about how to present the importance of your subject matter to non-experts. Ideally, you would begin your teaching statement with a succinct statement that shows the committee your ability to express the value of your discipline, to excite non-majors about your field, and to communicate the “moves” of your discipline. For example, what does it mean to think like an historian, a sociologist, a biologist?

(This is your first paragraph of your teaching statement)

Show, Not Tell

Let the search committee ‘see’ you in action: describe a specific assignment or exercise you developed that helped students understand a central value or ‘move’ of your discipline. What were your goals, did you get any mentoring or advice, how did the students respond, what kind of student learning occurred (and how do you know the students learned)? Did you use the assignment or exercise again and, if so, what kind of tweaks did you perform to make it more successful? Paint a picture for the search committee of your classroom practice.

(This is your second and third paragraph of your teaching statement)

Plans to Develop as a Teacher

Nobody expects a new PhD to have all the answers about teaching. One of the best ways to show how smart you are about teaching is to recognize and acknowledge what you don’t know, where you need to grow. The department that hires you wants to know that you are committed to continued growth as a teacher. Tell them the areas in which you’d like to improve. What courses would you like to develop in your field? Mention any teaching workshops you’ve attended, articles you’ve read, teaching sites you read, teaching mentors you have.

(This is your fourth paragraph of your teaching statement)

Extra Credit, or If You Really Want to Impress the Committee

When you apply for a tenure-track college teaching position you will be competing with many (sometimes hundreds of) PhDs from some of the most prestigious programs across the country and abroad. What competitive edge does UNM give you over folks with PhDs from Harvard, Yale, or Stanford? If you’ve taught here at UNM you have experience teaching at a Hispanic-Serving Institution with an undergraduate population that is over 50 percent (self-identified as) non-white and a considerable proportion of students who are the first in their families to attend college. Colleges and universities are becoming more and more diverse (https://www.usnews.com/news/college-of-tomorrow/articles/2014/09/22/college-of-tomorrow-the-changing-demographics-of-the-student-body) and therefore UNM’s student demographics mirror the colleges of the future. What are the best practices for teaching diverse students? Take a workshop at CTL on “inclusive teaching,” read one of the excellence books or articles on inclusive teaching mentioned below, schedule a consultation with me, or consider getting a certificate in college teaching! At UNM, we offer the Graduate Teaching Academy--http://grad.unm.edu/resources/gta.html. This certificate will give you a broad understanding of higher education teaching practices, theories, and tips. Position yourself to be a leader about how to increase diverse student success on your future campus.  

Finally, feel free to schedule and appointment with me if you’d like to talk more about how to prepare yourself as a college teacher, how to craft an impressive teaching statement, and/or how to best highlight your teaching experience on the job market. ahaynie@unm.edu

Other Resources

Books on college teaching:

What the Best College Teachers Do, by Ken Bain (Harvard University Press, 2004).

Make It Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel (Harvard, 2014).

How Learning Works: 7 Research-Based Principles for Smart Teaching, by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman (Jossey-Bass, 2010)

Examples of teaching statements:

http://ctl.yale.edu/sites/default/files/basic-page-supplementary-materials-files/sampleteachingstatements.pdf

Chronicle of Higher Ed, teaching newsletter:

http://www.chronicle.com/article/Teaching-Newsletter-August/240880

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Grad School Guidance: What You Don’t Learn in Orientation

MJ Alharbi, Andrew Breidenbach, Fazal e Haq, Carla Passos-Morgan, & Carlyn Pinkins, Graduate Resource Center Consultants

Photo courtesy of Stocksnap.io, used under CCO 1.0

For many of us who are new to grad school or who are first-gen grad students, the hidden curriculum of graduate life is mystifying and contributes to feeling overwhelmed or a sense that you don’t belong. As we begin a new semester, the GRC consultants compiled advice for graduate students. Whether new to your graduate program or figuring out how to do graduate school, we hope our experiences can help.

What is one thing you wish you had known about grad school before you began?

Those feelings of insecurity

Don't be too hard on yourself as a first-year or a first-generation graduate student. You are not expected to know everything, although sometimes people will (mistakenly) expect you to. I remember coming into one of my classes during my first semester and quickly realizing that I had very little knowledge about what the other students and the professor were discussing. It became the class I dreaded going to, since every time I was reminded that there was still so much about comparative political development I didn't know. I somehow managed a B in the class, but looking back, I really, really wish I had gotten up the courage to go talk to the professor directly and explain my insecurities and anxieties, if only so that he would be more aware of disparities between students in class.

Another lesson I wish someone had told me was that faculty and professors are just (flawed) people at the end of the day, like you and me. They have a sense of humor, they have good intentions mostly, but sometimes it is easy to paint them as being all-knowing or all-powerful. Trust your gut instinct when it comes to selecting advisors and committee members, and pick people who resonate with you socially and emotionally, as well as in academic interests. It can be tempting to choose advisors based on their CV or their prestige, but many people end up developing wonderful theses and dissertations under lesser-known faculty.

Seeking out resources

I wish I had known that UNM offered many resources for student to grow academically and professionally.  For instance, after a year, I got to know that there are many resources that help students with funding. I also got to realize that most likely Zimmerman library would purchase any book if it’s not already available in the library. Moreover, I wish I knew earlier than my confusion and loss in my first year would ease as sharing thoughts and ideas in informal conversation with classmates, professors, or any other friends will, over time, help narrow down my research interest.   

Professor-student relationships

Professors (for the most part) are really approachable and willing to help. I think that especially for international students it can be a steep learning curve understanding a new culture of professor-student relationship. I was always very cautious when speaking or emailing a professor. It was almost like I wasn’t expecting them to respond as though I were not important enough for them to bother with. I know this was my own misguided perceptions; professors are amazing resources and it’s their job to help make your grad journey meaningful and purposeful.

Funding opportunities and on-campus activities

Students who work full time off-campus jobs can have a very isolating graduate school experience. For my first year and a half I was coming to campus for class only. I was not involved in grad activities and taking advantage of on-campus resources, such as the GRC, GPSA grants, El Centro de la Raza and others.  I did not even know I was eligible to apply for assistantships, until one of my colleagues reached out to me. Even if you are in a full-time position and do not plan on leaving your job for a graduate assistantship, seek the information about these wonderful organizations that can provide support with research and travel funding for conferences. Also, getting involved with activities throughout campus can make your grad experience less isolating and help you connect with people and knowledge that you would not otherwise.

The Graduate Student Mindset – From Regurgitation to Absorption and Processing

I wish I had a different mindset. I went from several years of school where my success was dictated by how well I could regurgitate information, remember dates. It rarely mattered what I thought about the things I was reading, but rather it mattered more that I understood how my professors thought about it and what they wanted me to get out of it. Graduate students are not only expected to learn new concepts, but they’re expected to apply those concepts to the things they’re going to be experts in.  

Years after I started working at the GRC, something a coworker said stuck with me and remains with me to this day: graduate students are the future producers of knowledge rather than retainers of knowledge. It’s important that we know and understand the things we read because we’ll have to apply them to arguments we make and the research that we’ll ultimately do. Had I seriously thought about how much remembering and understanding the concepts I learned in class would apply to future classes or the ways that I approach research topics, I’d have approached readings and my participation in seminars differently. I would’ve tried to articulate my ideas more and asked more questions, weighing them against my own experience and knowledge. I may have considered the experiences and backgrounds of my colleagues and thought more about how they may perceive the topics that were discussed. It would’ve totally changed my approach to readings, studying, and class participation, and possibly my relationships to a lot of my professors and peers.

Photo courtesy Stocksnap.io, used under CCO 1.0

Grad school is difficult. We all come to it with different motivations and goals, and with unique backgrounds that influence our experience in class and on campus. Regardless of how much you know or don’t know, there is some advice that holds true for us all--develop perseverance and resilience. They are skills that are necessary to make it through grad school (and in life). 

For a great TED Talk on grit, check out: Angela Duckworth--Grit: The power of passion and perseverance

If you have questions about grad school or you’re looking for academic support, contact the UNM Graduate Resource Center.

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Establishing a Writing Habit

By Andrew Breidenbach, M.A., UNM Department of Sociology and Graduate Writing Consultant, Graduate Resource Center

Photo courtesy of Stocksnap.io, used under CCO 1.0

As graduate students, we often hear from faculty the common refrain that publishing peer-reviewed articles should be at or near the top of our priority list. “Publish or perish” (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3999612/) remains the common paradigm for academics in many disciplines. However, graduate students often struggle with this transition from being primarily consumers of knowledge to becoming creators of knowledge. And since few departments have an organized, systematic way of coaching their students on writing techniques, the struggle to become a better writer is largely an individualized one. So, how might graduate students train themselves to be more productive and consistent with their writing?

One of the first steps is to establish a writing habit. With a more routinized and clearly defined plan, writing can evolve from being something you dread to something you face with confidence.

1. Make writing urgent

Gray (2010: 9) distinguishes between urgent, important and trivial tasks. Trivial tasks are the ones we find solace and relief in, since they allow us to momentarily forget about more pressing issues we should be handling. Think scrolling through your feed, getting lost in clickbait news articles, and entering the black hole of email.

Important tasks are significant to long-term goals, and failing to complete them can have serious consequences. Writing is one of these important things we as graduate students should be making time for. Urgent tasks call for immediate attention and cannot be delayed. For instance, prepping in the morning for a class you’re about to give in the afternoon holds priority over most other issues to be dealt with that day.

The trick is to convince yourself that writing needs to become an urgent task which cannot be endlessly delayed. Creating a sense of urgency around your writing is an important pre-step to make because urgent things get done. You might already have several reasons to convince yourself that writing should not be neglected. Perhaps the sense of urgency comes from your current funding stream running out soon, or your growing desire to move on from grad school and put your degree to work. What matters is that you come to view writing as something to which you need to devote a little bit of time each day- regardless of your mood or hectic schedule.

2. Write daily for 15 to 30 minutes

Seriously, that’s all it takes. Writing in focused, short timespans has been shown time and time again to boost productivity in scholarship, compared to binge-writing time blocks that last hours (Boice 2000, Bolker 1998, Gray and Birch 2001). Carving out a stable chunk of 30 minutes each day and approaching that time with the seriousness required of an urgent task will help you get used to writing as a new habit in your day-to-day life.

Creating this new daily 30-minute writing habit will require several things. First, choose a trivial task or two that you could give up to make time for writing. Perhaps you don’t need to watch that new episode or spend a good part of the morning on the Internet surfing around. Instead, you can set that time aside as your “writing date”. Honor that commitment like you would if it was a real date.

Second, choose a consistent time and place to write. Virtually all writers in one study conducted were more successful writing in the morning as compared to the evening (Boice 2000). You want to write when you are most awake and clear, and this tends to be the morning for most folks. You also want to find a physical setting that works for you, or rather, that doesn’t distract you. Some people prefer dead quiet, while others like the white noise of a café or other public area. The point is to minimize distractions.

Photo courtesy of Stocksnap.io, used under CC0 1.0

Third, give yourself a small but manageable task to complete in the 30 minutes you’ve allotted. When you open up the document you’re working on, set clear goals for yourself that you hope to achieve by the end of the half-hour. For instance, “today I’m going to work on re-writing my outline” or “I want to revise these paragraphs in the time I have today”. In this case, less is often more. Keep a running to-do list on the document that breaks up large goals into smaller, more specific tasks, and try to check off one or two a day during your writing date.

Fourth, learn how to address interruptions and distractions. Make notes on a sticky pad of potential distractions that enter your mind that would save you from the dreaded task of writing. Each time you feel the urge to do something else besides write, write the would-be distraction down. Additionally, note the time at which you sit down to write and remind yourself that during this time you’ve selected, you should be focusing intensely on writing.

This also includes preventing external distractions. Do whatever you must to not be interrupted during this time period. Whether that means turning your phone on airplane mode, hanging a sign on the door or using computer applications to limit Internet usage, try to escape the disturbances of modern life during your writing date. Some useful and free applications to help you stay on track and not get distracted by the Internet include StayFocusd (https://chrome.google.com/webstore/detail/stayfocusd/laankejkbhbdhmipfmgcngdelahlfoji?hl=en), Cold Turkey (https://getcoldturkey.com/) and SelfControl (http://selfcontrolapp.com/).

3. Hold yourself accountable to others

Keeping logs and notes of your writing and what you accomplish in your daily time is an important part of making writing a daily habit. Without records demonstrating accountability, writing becomes once again too easy to avoid. Accordingly, try to find a sponsor or a buddy who can help “hold your feet to the fire” and get you to commit to your new habit. Oftentimes a fellow student in your cohort or department can act as a great writing partner, and the two of you can form a mutual and reciprocal relationship based on pushing each other to write. Ask around your department and see if some of your peers might be interested in it.

Alternatively, the GRC offers two kinds of peer-based writing groups to help graduate students stay on track. Check-in groups are mainly for accountability and for discussing the context around writing, whereas review groups read each other’s work and offer feedback and constructive criticism. If you’re interested in joining or creating a group, please contact Drew at abreiden@unm.edu or visit our website at http://unmgrc.unm.edu/.

Daily writing habits are essential to many scholars’ careers. With these tips, you can foster your own writing habit and learn to approach the process of writing with diligence and confidence.

*This post was adapted from “Publish and Flourish” by Tara Gray (2010).

References:

Boice, R. (2000). Advice for new faculty members: Nihil nimus.

Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis.

Gray, T., & Birch, J. (2001). “Publish, don’t perish: A program to help scholars flourish.” To improve the academy, 19, 268-284.

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The Sky’s the Limit: Remote Sensing Data in Social Science

By Rajan Bishwakarma, GRC Statistics Consultant and PhD student in Economics

Digital tools for analysis and presentation of data continue to develop and contribute to the sciences in ways that allow researchers and students to understand and visualize patterns of information at varying scales. One such example of this is remote sensing, described as “the science—and art—of identifying, observing, and measuring an object without coming into direct contact with it” (Graham, 1999).  

Satellite Imagery

Whether it be the Academy Award nominated movie Lion, in which a missing boy finds his home after twenty years using Google Earth or the infamous destruction of a Nigerian village by Boko Haram, satellite imagery has shown a plethora of potential in understanding human activities, social processes and human-environment interactions. Today, the use of satellite or remote sensing data is commonly used in natural science disciplines, however, the practice is less developed among social scientists despite the enormous potential it possesses.

Source: Henderson et al. (2012) - The World at Night (2008)

Satellite night lights data are a useful proxy for economic activity at temporal and geographic scales. Bright light means higher economic activities. Europe and United States looks brighter but Africa and Latin America looks dark.

Social Science and Remote Sensing

Social scientists can learn a lot by watching our planet from above. The past decade or so has seen some progress in the way that social scientists (especially economists) have used remote sensing data. For example, economic analysis already uses remotely sensed data on night lights, precipitation, wind speed, flooding, topography, forest cover, crop choice, agricultural productivity, urban development, building type, roads, pollution, beach quality and fish abundance. However, many believe that the use of remote sensing data is only at the beginning stages, and will be of increasing importance to social science research in the future.  

Satellite data provides a unique observational platform for understanding human activities that are not feasible using only conventional ground-based statistics. For example, consider a study by Burgess et al. (2012), that focused on deforestation in Indonesia. Despite strict government regulation, local officials are sometimes bribed to overlook illegal logging. Administrative data produced with the help of these officials raises concerns about misreporting. To get a more accurate picture of logging activities, the study’s authors used satellite data to objectively quantify the deforestation. Jayachandran (2009) studies the impact of air pollution resulting from wild fire on infant and fetal mortality. Using daily satellite sensor readings about airborne smoke and dust during two months of wildfire, Jayachandran finds that it caused 16,400 infant and fetal deaths.

Satellite data not only provides hard-to-measure characteristics, but it is also available at a high frequency (weekly or even daily) with marginal cost, which is of benefit for researchers and institutions. However, despite these benefits, researchers may face unique challenges while using remote sensing data, such as uncertainty in measurement, privacy concerns, and appropriate modeling, to name the few.

Source: Telegraph – East and West Berlin – 2013 

The bright white light around the government quarter in the heart of the city and the shopping districts of west Berlin, contrasting with a softer yellow glow in the east. Bright light indicates the higher level of economic activities. Although there is no physical wall, the light differences between East and West Berlin shows the historical divison.

Although at its nascent stage, satellite data could become a powerful tool in social science research. It has shown a promising future due to increasing availability of high resolution satellite imagery, continually falling costs and advancement in analytical tools. As use of remote sensing data has made great strides in the last decade, it is safe to say that the real excitement lies ahead.

If you are interested in digital tools for analysis and presentation within humanities fields, check out the Graduate Resource Center’s upcoming workshop on March 21, 2017: “Digital Humanities,” led by Kevin Comerford, Director of Digital Initiatives and Scholarly Communication at UNM.

Some resources for satellite data: Most of these data are freely available: Landstat provides imagery related to “agriculture, geology, forestry, regional planning, education, mapping, and global change research.” It is freely available from United State Geological Survey. MODIS provides free data on "global dynamics and processes occurring on the land, in the oceans, and in the lower atmosphere.” The Earth Observation Group (EOG) provides “nighttime observations of lights and combustion sources worldwide. Digital Globe provides information on urban land cover, forests, etc. Imagery is high resolution and data is available with administrative fee.

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Four Recommendations for Self-Editing

by Carlyn N. Pinkins, M.A., UNM Department of History & Graduate Writing Consultant, UNM Graduate Resource Center

Stock photo courtesy of Photostack.co

               Writers make a lot of mistakes in the process of writing, especially if the writing is happening under stress or without adequate sleep, making the ability to self-edit drafts an economical and necessary skill.  However, editing something you’re emotionally attached to, mentally fatigued by, or overly familiar with from weeks or months of making changes can be really difficult. While the vast majority of the things we write are multiple drafts away from perfection, here are some recommendations that may help you edit your initial drafts effectively on your own.

Recommendation #1:  Back Away from the Draft

               Giving yourself the time to leave your draft alone for a few hours or even a few days will allow you to approach it again with fresh eyes and clearer head.  You’re more likely to notice sentences being out of place, not making sense, or contributing little to nothing of value to your argument.  Some writers find that the distance away from a draft causes the brain to subconsciously continue to think about it and develop new arguments, rethink current arguments, and look at the topic as a whole from different perspectives.  

               Take a walk, do those household chores, go out for a few hours with friends, and take that time away from your draft.  For longer projects, this can be difficult if you’re bored with reading something that you feel that you know inside and out. If you feel yourself losing interest in the process, back away again until you can come back with a rested, re-energized mind.

Recommendation #2:  Change Your Locale

Stock photo courtesy of Photostack.co

                Fiction editor Beth Hill recommends that self-editors “stimulate the mind with sounds and sights different from those of the writing environment.”  Editing your work in a different environment will put you in a different state of mind and force you to look at your draft differently.  A new location may even help you get through editing the draft more easily.  

               If you do most of your writing at home, choose a coffee shop, a local library, or a semi-quiet booth in a restaurant to do your editing. If you already have a favorite writing spot away from home, use editing as an opportunity to discover a new place for productivity.  Some great suggestions for editing spaces can be found on our blog entry “Great Study Spaces around Albuquerque.”

Recommendation #3:  Revisit Your RoadMap

               The assignment rubric or original outline that you used to write the draft can be a helpful checklist when it’s time to edit. If you added new things and/or made drastic changes to your draft that aren’t reflected in your outline or rubric, checking to see how they fit in with the original elements would be ideal before you use them as a checklist.  

               Label the different points/requirements of your outline or rubric with codes, and scribble them on your hard copy or include them in comments on an electronic copy next to the sentences of the draft where they occur.  For example, code “1.5” could represent the fifth point of your first section, or the introduction, of your outline.  Labeling your requirements in your draft may also help you see if your points are out of order.  Also, think about whether your points are explicit and what you could do make them more so for the average reader to make sure that your argument is clear and your requirements are met.

Recommendation #4:  Read It Aloud

               This can be embarrassing or feel like a waste of time for a lot of people, but it’s very effective for finding errors, such as nonsensical sentences and horrifically misspelled words.  This is a tactic that I use in my writing consultations, and peers that I’ve worked with are always surprised by the mistakes they find in the process.

               It may seem corny, but imagine yourself as a Neil DeGrasse Tyson of your field, narrating your draft for a TV or a radio program, or visualize yourself presenting your draft for an audience at a conference.  This will make the process more fun, but may help you take it seriously enough to make it through the entire draft.  In order for this to effective, you need to be certain that you’re reading what’s on the page, word for word, and not what you intended.

 Editing is a difficult, but necessary part of the writing process.   Finding effective ways to self-edit can save you money on professional editors, reduce careless mistakes, and help you develop a stronger initial draft.

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Financial Literacy 101

By Amalia S. Parra, Doctoral Student in Biology, Winrock Fellow & GRC volunteer

Photo by Wilfred Iven, used under CC0 1.0

You’re ready to go off to college, but are your finances?  Whether you’re finishing or just starting college, having your finances in order is important. Financial habits that you develop during these years will likely stick with you, so it’s important to get this right early on! Here are a few tips on managing your finances.

Re-evaluate your financial institution. Make sure that you’re not paying monthly account fees. Many institutions will charge you a fee for not maintaining a minimum balance or not having direct deposits into the account. If so, sit with a banker and find out how you can avoid these fees. Worse case scenario you will need to find a new institution; many will waive fees because you’re a student. Remember to take advantage of all your student discounts!

Don’t live off of credit cards. If credit card pre-approval offers haven’t started piling up in your mailbox, they will soon. The 0% rate may seem attractive at first but don’t fall for it! It is easy to overspend because you’re not “paying interest” and you can pay it later. But if you must, go for credit cards with low interest rates. Your current financial institution may offer this but make sure you shop around before committing. Most importantly, make sure to payoff your balance every month and never max out your cards. 

No better time to learn the difference between a “want” and a “need.” Do you really need a daily visit to your favorite coffee shop? While caffeine may be a must for you, bring out your inner barista and prepare your own coffee.  Before making a large purchase, ask your self whether you could do without it, and if you can, chances are it’s not a “need.” Also, make sure your necessary items are taken care of before you start spending on wants, and remember to budget, budget, budget!

Pay yourself first. Whether you’re saving for a car, a trip, or even retirement (you should be!), it’s important to be consistent and have discipline. Deposit into your savings account as if you were paying one of your other bills.  It’s important to have at least three months’ worth of pay saved away for a rainy day. The best way to do this is to set up automatic deductions from your payroll into another account. This way you never “see” the money and you will be less tempted to spend it, or worse, not save it at all.  For those of you that really need it, there are also time deposit accounts in which you can deposit funds anytime but withdrawals are limited so it will be harder for you to spend it (check with your financial institution). This may seem hard at first but when you reach your goal or that rainy day comes, you will be happy you did.

Build credit. This is your adult report card. Financial institutions and employers will often look at this to make lending and hiring decisions so you want it in tip-top shape. One easy way to start is to have your parents add you onto their own credit cards (if your parents have good credit). Their good credit will ensure that you get a competitive interest rate and will help you start building your own credit. If this is not an option, try having some utilities under your name. Whatever you choose to do, make sure you always pay your bills on time and try not to co-sign for friends. Late or missed payments negatively impact your credit before you even start! Mistakes happen so be sure to check your credit report annually. You’re entitled to a free credit report each year from each of the three credit bureaus, so take advantage. This will help you catch errors and protect your identity.

Whether you’re just starting out with your own finances or hoping to correct some mistakes, good financial habits today will pay off tomorrow!

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Make a Schedule, Keep a Schedule

By Jamie Collins, PhD Candidate in LLSS and GRC Dissertation Coach

Photo by The Typical Female Magazine, used under CC0 1.0

For me personally, as well as several graduate students I work with on research projects and meet with for coaching sessions, keeping yourself on track as you write is one of the hardest parts of writing the dissertation. I have learned over the years that you need to do more than just make yourself write; you must write for a purpose and with specific writing goals.

I know many who binge write, waiting anxiously for the muse or the pressure of a quickly approaching deadline to feel inspired so they can pump out something remotely meeting the requirements. This can work, but is it the only way? My answer is no, this is not the only way. You can write well and effectively and meet deadlines without solely relying on the whims of inspiration and the pressures of a deadline as the only ways to get any writing done.

Before making changes in my writing habits, I sat down each day to write and told myself the goal was to write as much as I could. I got somewhere with each writing session, but the wilderness of my thoughts and words grew dense and disorienting. I kept losing my true north, leaving my research question behind for the rabbit trails of interesting ideas and creative possibilities sparkling in the distance. I was tired, uninspired, and lost.

Photo by Danka and Peter, used under CC0 1.0

Then, I took a deep breath. I challenged myself to work smarter instead of harder.

I consulted a few books about dissertation writing—there are hundreds out there—and dared myself to listen to the authors’ sage and oh-so genius advice. Make a schedule.

You may be telling yourself, that’s so obvious. Well, to me, and many others who I work with, it wasn’t and still isn’t. So, to my writing soul mates in the middle of the wilderness, here are a few easy ways to make a schedule and—most importantly—keep a schedule so you can keep your wits about you and, maybe, just maybe, enjoy the process of writing your way to accomplishing your goals.

Make the Schedule

Establish your writing work week. Select your day off. Make a 6-day work week. It’s time to make writing your dissertation your top priority!

Section off chunks of time to write each day. Choose your best hours, two fresh and focused hours is much better than four tired and distracted hours. This requires you to be aware of how and when you work—the time of day you are most productive and those not-so-productive times when it’s best to focus on easier tasks.

Establish challenging but attainable deadlines. Decide specific and significant deadlines for sections to be complete. Make these hard deadlines and don’t waver in meeting them.

Work back from your hard deadlines and make smaller deadlines that will help you reach your ultimate goal. I suggest making one per every week or two weeks. Consider the calendar of your personal life (family events, vacation, appointments) to make the goals attainable.

At the beginning of each work week, create an action plan. This action plan is composed of the detailed, smaller steps that get you to your larger goals. Think necessity here; what is absolutely necessary for you to accomplish your weekly goal.

Photo by freestocks.org, used under CC0 1.0 

Keep the Schedule

Make yourself do it. Consider daily writing necessary, just as you would your job or personal wellness.

Find a friend. Connect with a peer, a member of your cohort, or writing support group. The point is to have someone who will hold you accountable, who will reach out via email/text/phone to encourage you and check in on your progress. Make sure you are able to be honest with your check-in buddy. 

Make yourself do it.  Forming a daily habit, such as writing a dissertation, takes time and commitment. It may be difficult to practice at first, but your behavior will soon become habit.

Reward yourself for doing it. Write out a reward you will give yourself for reaching each goal and keep it around your work space to remind and motivate you. Some of my favorite rewards are breaks, a tasty treat, or a special purchase. 

Make yourself do it. A little progress everyday will help you reach your goals. Even on difficult days, tell yourself you will dedicate 30 minutes to writing. That 30 minutes may turn into one or two hours (or not). The point is to continue moving forward.  

These strategies are effective time management tools that you can apply in other areas of your professional and academic lives. As with any advice, there is no one-size-fits-all guarantee, but I would encourage you to try them out and see what works for you! 

Need Help? Contact Jamie Collins, Dissertation Writing Coach with the GRC, at jamco@unm.edu for support managing time or stress, meeting goals, and staying motivated while writing your thesis or dissertation.

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Good advice for grad students also!

Strategies on Starting a Research Paper

by Sharmaine Ong, Former CAPS Learning Strategist

Source

When I first started my undergraduate career, I had trouble knowing where and how to start a research paper. In high school, my teachers would tell me to start with an introduction and ‘work from there.’ Although this ordering technique is useful for some, it can be difficult for others because of its lack of a specific direction. So here are a few strategies I’ve found helpful when combating the stresses of starting a research paper:

Brainstorm: Writing is a process and I believe that brainstorming is one of the most important factors to starting any kind of research paper. During this phase, the writer jots ideas of what he/she wants to write about and he/she free writes these ideas onto paper. In high school, I tried to start my papers without thinking about what my paper should be about and because of that, many of my essays lacked a sense of direction. Instead of writing my essays in a structured format, my essays were confusing and all over the place. Brainstorming helps narrow down the topics being written, and helps the writer know what he/she is going to focus on.

Outline: The second strategy for beginning a research paper is outlining. Once the writer has a general idea of what he/she wants to write about, the writer should organize his/her thoughts into a basic outline. Outlining isn’t my favorite part of the writing process, but I’ve found it useful when writing essays. You might be wondering ‘why is it useful?’ It’s useful because it helps break the essay into understandable sections, and it creates a blueprint or plan for writing the paper. This process can be tedious work, but in the end, it can be one of the most useful techniques to use when writing any paper.

Thesis Statement: The last strategy I want to go over is the strategy of creating a good thesis statement. The thesis statement is the keystone or road map of a research paper. It gives an understanding of how the argument or focus of the essay is structured. Here is a useful formula to consider using when creating a thesis statement: Although X, it should be Y because of Z. Here is an example of a thesis statement using this formula: Although writing a research paper from the introduction to the conclusion can be helpful for some, it’s best to start a research paper with the body of the essay because having the main points written on page can help with creating an introduction and a conclusion that focuses on the points specified in the body paragraphs.

Starting a research paper can be incredibly difficult. As a student, I understand that it can be stressful and time consuming. Instead of giving yourself anxiety, try out these strategies and see if they work for you. Hopefully, they’ll help relieve some of the stresses of starting a paper.

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Quick Tips to Get Over the Conference Jitters

By Amalia S. Parra, Doctoral Student in Biology, Winrock Fellow & GRC Volunteer

Photo by Samuel Zeller, used under CC0 1.0

Cocktails and hors d’oeuvres, foreign city, and smart people everywhere...and I didn’t know any of them. This was the reality at my first professional conference I attended—alone! Clueless as to what I should be doing and terrified of making small talk with the brilliant attendees, I tried to blend in. Well, this failed because someone approached me. After the usual small talk Where are you from? What do you study? we had a great conversation and attended some conference sessions together.

This was more than enough to get me through the day one conference jitters! Since then I have attended my fair share of conferences and have learned a few things here and there—this doesn’t include running to your hotel room when it’s time for elevator speeches!  

So how can you hit the ground running at a conference? Here are some tips:

1.      Look at the conference program before you arrive at the conference

This may sound time consuming, but believe me, it’s easier to be prepared for small talk when you know who will be at the conference. Make a list of presentations or sessions that you want to attend. Many conferences now offer apps or mobile websites that help you plan your day—use them!

2.      Attend the networking/ cocktail events

Sure this may sound intimidating but it’s the only way to get comfortable approaching people you don’t already know. Be prepared to explain your research or expertise, briefly—it helps to have an elevator speech. Plan to attend sessions with other conference attendees who share the same interests or if you’re presenting at the conference, invite them to your talk. These events will help you get over your shyness and will give you more confidence to say “hello” first.

3.      Hands Free

Place conference swag in a bag or take it up to your hotel room. Don’t walk around with it in your hands, it makes it hard to shake hands and give out or collect business cards.

4.      Collect business cards

You’re at a conference and your first instinct is to hand out business cards, wrong! Get in the habit of collecting business cards as well. Help yourself remember who you meet by jotting down something noteworthy about the person on the back of the card. If Rusty Eisenhower told you about the speech he was preparing for his daughter’s wedding, mention it if you follow-up with him via e-mail. Overall, try to build relationships rather than just adding business cards to your collection.

5.      Participate in several conference activities

Avoid staying in your room and ordering room service—go to the conference dinner if offered or to the hotel restaurant where you are sure to find other conference attendees. It’s the perfect informal location to start building a network without the pressures of the conference setting. It’s likely that many of the other attendees also don’t know anyone—so you’re not alone.

Hopefully these tips will help you like they have helped me. Happy conference season!

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Science and Traditional Knowledge

by Blaire Topash-Caldwell, CAPS Learning Strategist and Ethnic Centers Location Supervisor

Source: Poogle

What comes to mind when you think about knowledge production? Maybe a literal image comes to mind and you visualize a government think tank cranking away facts and information. Or maybe you think about a university as a site of knowledge production. What about knowledge producers—what do they look like? Are they men with crazy, disheveled grey hair, thick glasses, and a white lab coat? Hey, maybe you even think of yourself as knowledge producer!

But what is knowledge anyway? Maybe you think of knowledge as a set of facts or theories. But did you know there are multiple forms of knowledge? And multiple forms of knowledge producers! And, no, unfortunately, we don’t all wear lab coats. The way we imagine sites of knowledge production and the types of people considered knowledge producers affects how we value knowledge and what counts as “real” knowledge. As a result, not all knowledge is treated equally. Many of these alternative knowledge systems actually use their own form of inquiry similar to the scientific method and have also been shown to be just as rigorous as science. Then, what makes them different from science in the first place? Well, here are three examples of alternative knowledge systems discussed by Indigenous scholars and one example of how to think about science a little differently:

Indigenous Knowledge and Western Science

In this video, Dr. Gregory Cajete (Santa Clara Pueblo) from the University of New Mexico talks about what he calls, “Native science.” He invites us into a teaching about how Indigenous knowledge is defined by logic and methodological inquiry being rooted in the “law of interdependence.” In other words, Indigenous traditional knowledge puts our relationships with all things at the center of what we value and why we’re doing the research we are. What value systems do you think are rooted in your own knowledge system?

Seeds of Our Ancestors

Next, Winona LaDuke (Ojibwe) explains how understanding our food—plants, animals, and water—is imperative for revitalizing endangered species. More specifically, she uses case studies to show how Indigenous traditional stories are helping tribes bring back nearly extinct corn varieties. When we understand our food’s culture, their history, their relationships, we understand food as our relative. As a result, we also understand the absurdity of corporate patenting and practices of monoculture (producing a single crop). Overall, she demonstrates how Indigenous traditional knowledge can address food insecurity around the world. How does this framework differ from the way scientists have traditionally treated and grown food?

Black Ash Tree Basket-Making

 Source: Woodland Indian Art Center

Source: MSU Museum

Now for a story from my tribe, the Pokagon Band of Potawatomi Indians in Michigan. About a decade ago, an invasive species called the emerald ash borer was accidentally introduced to the Great Lakes region forests. Since then, this little beetle has killed millions of black ash trees. Yes, millions! This has really damaged the ecosystem and has threatened to end a Native American tradition–black ash tree basket-making. My community has been working with black ash trees for thousands of years. While scientists have been trying to address this issue for years, my tribe as well as other Native American communities in the Great Lakes region have recently been using traditional methods for storing black ash in order to save the trees. You see, the emerald ash borer is spread the most when folks transport logs. Alternative, my ancestors have stored large quantities of logs by submerging them in lakes until they’re ready to be dried and used for baskets or something else. And it turns out that this traditional method kills the emerald ash borer and their eggs! Thus, reducing the damage that the beetle causes in our traditional homeland. This finding and related cases has motivated scientists to work more with Native American communities to address some of the most important issues our generation is facing: environmental degradation.

Read an article about it here.

What is Science?

Finally, let’s take a moment to remember what science even is! This Crash Course episode actually takes an historical approach to understanding science. The presenter also explains how our values affect what we choose to observe, pay attention to, and study in the first place. How do your values affect what you study and how you observe phenomena in the world? In our quest to become less biased and rigorous budding collegiate scholars (and to hopefully make the world a better place), acknowledging the history of how science and Western knowledge came to be what it is today is as important as ever.

This post was inspired by a previous CAPS blog post, so be sure to check out Beth Kaimowitz’ blog post on “Women Changing the Face of Math and Science.” 

Blaire Topash-Caldwell is a Ph.D. Candidate in the Department of Anthropology at the University of New Mexico. Apart from school, her favorite ways to spend time are doing traditional Potawatomi beadwork and indulging in bad sci-fi movies.

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Great Study Spaces around Albuquerque

By José Bucheli, Sophie Burke, Fazal e Haq, Carla Passos-Morgan, and Carlyn Pinkins, Graduate Resource Center Consultants

Photo by  Luis Llerena, used under CC0 1.0

Bummed that the Flying Star on 8th and Silver closed down? Take a number and get in line. No worries though! Albuquerque still has a few awesome places where a student can get away from Netflix and TV and get some stuff done.  

Your friendly, neighborhood graduate consultants have compiled a list of our favorite study spaces around UNM and Albuquerque. Check them out and, hopefully, you’ll find a new place to #write and be productive!

Carla’s Favorite Study Space

A note about me: I usually like to be surrounded by people and slight conversation noise actually helps me concentrate. I think that has something to do with my teacher’s mind. More often than not I work on my writing while listening to music, so it’s important to have available electric outlets nearby where I can charge my laptop and phone.

UNM Fine Arts and Design Library (4th Floor, UNM Architecture Building): This is one of my favorite spots to enjoy the fall season and study. You can enjoy the Sandia Mountain view through the large windows that surround the building. These windows allow lots of natural light to come in, so the pumpkin spice latte (that you picked up from the Satellite Coffee in the next door bookstore building) is not the only thing keeping you awake. The reading area features large, wooden tables with available electrical plugs, so you can sit back and study without developing any kind of battery juice-related anxiety. The study rooms can become one of your favorite hideaways for discussion with peers or writing groups. Its convenient location on campus, the modern and beautifully designed spaces, and the feeling of being close to the mountains with the ever-present New Mexico sunshine coming to greet you makes the FADL a wonderful study spot.

http://finearts.unm.edu/resources/fine-arts-and-design-library/ 

Carlyn’s Favorite Study Spaces

A note about me: I need a small degree of noise to concentrate, either from music or multiple conversations. Being near outlets for my gadgets takes away some stress. I also like a fair number of people around me and tons of natural light.

Tractor Brewing (Tulane & Silver SE): I prefer this place as a venue to get writing done. It has electrical outlets, situated underneath the bench, and several small, metal tables big enough to hold all of my things are illuminated with lots of natural light. I tend to like the music there, plus, I can enjoy a drink to put me in a relaxed frame-of-mind to compose. I can also get a bite to eat from the food trucks outside so I can concentrate on my work instead of where I want to eat. Go during the week in the late afternoon or early evening to grab a table near one of the choice spots near an outlet. Keep in mind that there is a live band that plays there on some nights of the week so a couple of those spots will be occupied.  http://getplowed.com

Flying Star (Rio Grande Blvd NE): It might be a bit out of the way, but the beauty of the location is worth it. It’s just outside of Los Ranchos de Albuquerque, which means that it’s in a somewhat wooded and green area. It has plenty of natural light through its windowed walls, and the patio has a post with electrical outlets, so you can get work done in sunlight outside or in. Select tables and booths are positioned near outlets on the inside, and there’s usually music playing that I enjoy. Of course, Flying Star serves food for all times of the day and coffee so you shouldn’t have to leave if you get hungry or need a caffeinated pick-me-up. It is a popular location and can get crowded on the weekends and evenings. Consider for morning or mid-week, late afternoon writing or reading work.  http://www.flyingstarcafe.com

Fazal’s Favorite Study Space

A note about me: I really need a quiet space for reading and writing. Usually, I have to write for 3-4 hours in one sitting, so I prefer a place with electric outlets to feed my devices (Laptops etc.), and if I am drowsy, I can get a shot of coffee.

UNM Graduate Student Commons (Zimmerman Library, Room 102): This space is open during normal library hours and is available exclusively to graduate students. It is a quiet study space with adjustable tables and desk chairs, as well as comfortable armchairs with cup holders and attached desktops. I always look for the armchairs! Electrical outlets with plenty of plugs to charge your devices are on every wall and near each desk. There are lockers along one wall, allowing students a temporary location to safely store their belongings – you just need to bring your own locks. When you are tired, you can put your stuff into one of the lockers and go for a walk, stretch, or attend a class. You can also grab a cup of coffee from Starbucks, which is nearby inside Zimmerman.  

http://library.unm.edu/services/rooms/index.php

José’s Favorite Study Space

A note about me: I’m the type of person who absolutely needs a good amount of natural light wherever I choose to work. Loud music or chatter can also derail me from my writing plan, so I tend to look for places with a reasonable amount of background noise. 

Zendo Art & Coffee (2nd St., between Lead and Coal): This place might quickly become your favorite spot to work, get your fix of coffee, or enjoy the work of local artists. The combination of natural light, smooth background noise, excellent coffee, burritos, and baked goods, large tables, and a minimalistic-industrial style make Zendo an ideal place to spend hours reading or typing away. You can choose to either sit inside where you’ll probably see other people working, or grab a spot at one of the tables in their urban concrete patio. In either area, you’ll surely get inspired by the murals and art displayed on the white brick walls. Zendo opens every day from 7:00am to 6:00pm, which is a lot more than other places around the city (including the UNM libraries on the weekends). The only drawback is that there are a limited number of on-street parking spaces available, which can be a bit of an inconvenience during busy hours.  http://www.zendo-coffee.com

Sophie’s Favorite Study Space

A note about me:  I need as few distractions as possible and as much quiet as possible. It’s hard for me to study in really populated areas because I tend to get sucked into the people-watching aspect.  

UNM Graduate Resource Center (Mesa Vista Hall, Room 1057): A little shameless self-promotion here, but we just couldn’t resist. This is a spot on campus that’s somewhat tucked away from the hustle and bustle of some more frequently trafficked study spots on campus. There’s a true bounty of resources within the facility, including a computer lab (with free access to SPSS), printing (you’ll have to use your LoboCard!), a commons area, style guides, and so much more. As someone who’s brand new to UNM and ABQ, I really appreciate how the GRC is designed to help graduate and professional students, from stats homework to creating a dissertation outline.  http://unmgrc.unm.edu

There you have it! Our list of great study spaces for every personality and study-type. Let us know if you have a go-to study space you would like to share with your fellow grad students.

[unmgrc]

Welcome to the GRC Blog!

By Stephanie M. Sanchez PhD, Program Specialist for the Graduate Resource Center

Welcome to the GRC Blog, the blog and online sharing forum for the Graduate Resource Center at the University of New Mexico. 

This blog is inspired by the students we serve and the graduate student consultants who work at the GRC. It is an extension of the peer-facilitated support that is the cornerstone of the GRC philosophy. 

If you walked into the GRC and sat down in our open Commons Area, you might hear all manner of conversations going on--students talking about community-based participatory research, an interesting book, how they manage the prolonged stress of graduate school, or maybe you will hear about a great coffee house or brewery around town. The common denominator here is the graduate student experience. 

The conversations at the GRC are broad and can be academically-centered or concerned with how graduate students spend their valuable down-time. Regardless of the topic, students are connected, sharing ideas or strategies, and more than anything, building a sense of community across levels and disciplines. 

I hope, whether you drop into the GRC on a regular basis or only read our blog because you live at a distance from Main Campus, that you will enjoy what our consultants and guest bloggers post here, and that you will be inspired to comment, re-post, or perhaps stop by the GRC in person.

Stay tuned!