Enjoy the last episode of season two, where Sarah and Becca talk about whether grad students are novices or experts or somewhere in between. They also:

• explain why knowing how experts and novices think about problems can help grad students
• answer a listener's question about isolation during thesis writing
• review tips on creating a writing routine that works for you

If you'd like to have your question answered in our next season, submit your question on our website: www.howtogradschool.com/podcast.

References:

Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2

*I stated the wrong year for this reference in the episode. Glaser, R. (1985). Thoughts on expertise (Technical Report No. 8). Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh.

After a bit of a delay, we're back with another episode of the podcast! This is our penultimate episode of the season.

In the fifth episode of season two, Sarah and Becca talk about goals in grad school. They also:

• explain the difference between avoidance and approach goal orientations

• answer a listener’s question about prioritizing their work in grad school

• review tips on writing in grad school

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website:⁠ ⁠⁠⁠https://www.howtogradschool.com/podcast⁠⁠⁠⁠.

Check out our blog:⁠ ⁠www.howtogradschool.com/blog⁠⁠⁠⁠ and sign up for our newsletter⁠ ⁠⁠⁠www.howtogradschool.com⁠⁠⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

References

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. https://doi.org/10.1037/0022-0663.92.3.544

The Craft of Research book: ⁠https://press.uchicago.edu/ucp/books/book/chicago/C/bo23521678.html⁠

Zombie Thesis blog post by the Thesis Whisperer: ⁠https://thesiswhisperer.com/2014/07/09/the-zombie-thesis/⁠

In the fourth episode of season two, Sarah and Becca talk about metacognition and whether using generative AI saves time in grad school. They also:

• explain several different types of metacognitive knowledge

• answer a listener’s question about using generative AI

• review tips for how to be metacognitive

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠⁠https://www.howtogradschool.com/podcast⁠⁠⁠. 

Check out our blog: ⁠www.howtogradschool.com/blog⁠⁠⁠ and sign up for our newsletter ⁠⁠⁠www.howtogradschool.com⁠⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

References

Flavell, J. H. (1985). Cognitive development (2nd. ed.). Englewood Cliffs, NJ: Prentice Hall.

Mannion, J. (2018, September 12). Metacognition, self-regulation and self-regulated learning: what’s the difference? My College. https://my.chartered.college/impact_article/metacognition-self-regulation-and-self-regulated-learning-whats-the-difference/

Paris, F., & Buchanan, L. (2023, April 14). 35 Ways Real People Are Using A.I. Right Now. The New York Times. https://www.nytimes.com/interactive/2023/04/14/upshot/up-ai-uses.html

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1/2), 113–125. https://doi.org/10.1023/a:1003044231033

Schunk, D. H. (2008). Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations. Educational Psychology Review, 20(4), 463–467. https://doi.org/10.1007/s10648-008-9086-3

Winne, P. H., & Perry, N. E. (2000, January 1). Chapter 16 - Measuring Self-Regulated Learning (M. Boekaerts, P. R. Pintrich, & M. Zeidner, Eds.). ScienceDirect; Academic Press. https://www.sciencedirect.com/science/article/abs/pii/B9780121098902500457?via%3Dihub

In our third episode of season two, Sarah and Becca beliefs around failure and success in grad school. They also:

• discuss attribution theory and how it can help us understand successes and failures

• answer a listener’s question about confidence in grad school

• review tips for avoiding independent learning in grad school

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠https://www.howtogradschool.com/podcast⁠⁠. 

Check out our blog: www.howtogradschool.com/blog⁠⁠ and sign up for our newsletter ⁠⁠www.howtogradschool.com⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

Show notes:

First Nations Education Steering Committee FNESC. (n.d.). First peoples principles of learning. https://www.fnesc.ca/first-peoples-principles-of-learning/

Schwartz, N.H. Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge. https://doi.org/10.1007/s11528-020-00565-6

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329

In our second episode of season two, Sarah and Becca talk about planning in grad school. They also:

• discuss how to separate planning from doing

• discuss what we know about planning from self-regulated learning

• review tips effective planning

• answer a listener question on how to get work done while parenting in grad school

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠https://www.howtogradschool.com/podcast⁠⁠. 

Check out our blog: www.howtogradschool.com/blog⁠⁠ and sign up for our newsletter ⁠⁠www.howtogradschool.com⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

Show notes:

Q & A with Nora Roberts by user @jenlynnbarnes. Retrieved from: https://twitter.com/jenlynnbarnes/status/1220182162118451200?lang=en

Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 1–15). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315697048-1

Wells, E. (15 Nov 2023). Why you should spend 25 percent of your time planning. University Affairs. Retrieved from: https://www.universityaffairs.ca/career-advice/career-advice-article/why-you-should-spend-25-per-cent-of-your-time-planning/

We're back for our second season!

In our first episode of season two, Sarah and Becca talk about building community in an online grad program and help-seeking in grad school. They also: -discuss the many ways in which we can seek help -discuss research on how grad students seek academic help -review tips for connecting with others in grad school -answer a reader question on how to manage an online grad school program Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠⁠https://www.howtogradschool.com/podcast⁠⁠. 

If your question is read on a podcast episode, you'll get a free 30 minute online session with Sarah to further explore solutions for your problem/question.

Check out our blog: www.howtogradschool.com/blog⁠⁠ and sign up for our newsletter ⁠⁠www.howtogradschool.com⁠⁠ to learn more about what we do and how we help grad students succeed in grad school.

This episode discusses research by Stuart Karabenick (1940-2020), who was an incredible mentor during Sarah Davis’ PhD. One of the first times they met at a conference where he was in a role of a mentor, after hearing about her research he asked her: “How can I help you?” He is fondly missed and we know he would love hearing that we are discussing his work on help-seeking in this episode.

Show notes: Dunn, K. E., Rakes, G. C., & Rakes, T. A. (2014). Influence of academic self-regulation, critical thinking, and age on online graduate students’ academic help-seeking. Distance Education, 35(1), 75–89. https://doi.org/10.1080/01587919.2014.891426

Karabenick, S. A., & Gonida, E. N. (2018). Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions. In Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 421–433). Routledge. https://doi.org/10.4324/9781315697048-27

Makara, K. A., & Karabenick, S. A. (2013). Characterizing sources of academic help in the age of expanding educational technology: A new conceptual framework. In S. A. Karabenick & M. Puustinen (Eds.), Advances in help-seeking research and applications: The role of emerging technologies (pp. 37–72). IAP Information Age Publishing.

Becca and I are working on planning our next season of the podcast. We anticipate we will be releasing 4-6 new episodes between October and December.

We’d love for you to submit your questions about grad school!

You can take a listen to our previous episodes to get a sense of what typical questions look like, but in general we love answering any question from current Master’s or PhD students about topics like motivation, time management, learning strategies, impostor syndrome, dealing with your supervisor, career topics, conference life, and much more!

Becca and I will use these questions to set the topic for our upcoming episodes and bring our experiences and knowledge of research in educational psychology to provide you with some options.

If you submit a question and it is answered on our podcast, you'll get a free 3 month subscription to the new How To Grad School Club launched this fall. You can submit your question here.

For all our listeners who are current grad students, use the coupon code HTGSPODCAST10 for one free month in The Club. We're only giving out 30 of these spaces so sign up soon as these spaces will fill up! Offer valid until October 31, 2023.

In our sixth episode, and last of the first season, Sarah and Becca talk about mental health and GPA in applying to grad school! They also:

• discuss why mental health is often stigmatized in grad school
• discuss research on grad students who seek mental health help
• review tips for managing mental health in grad school
• answer a reader question on applying to grad school with a low undergrad GPA

Want to have your question about anything related to grad school answered in an upcoming episode? Submit your question on our website: ⁠https://www.howtogradschool.com/podcast⁠. 

If your question is read on a podcast episode, you'll get a prize of a gift card (Canadian residents only) or a free coaching session.

Check out our free webinar: ⁠webinar.howtogradschool.com⁠ and sign up for our newsletter ⁠www.howtogradschool.com⁠ to learn more about what we do and how we help grad students succeed in grad school.

Show notes:

First Nations Perspective on Health and Wellness. (n.d.). First Nations Health Authority. https://www.fnha.ca/wellness/wellness-for-first-nations/first-nations-perspective-on-health-and-wellness

Keyes, C. L. M. (2003). Complete mental health: An agenda for the 21st century. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 293–312). American Psychological Association. https://doi.org/10.1037/10594-013

Murguía Burton, Z.F., Cao, X.E. Navigating mental health challenges in graduate school. Nat Rev Mater 7, 421–423 (2022). https://doi.org/10.1038/s41578-022-00444-x

University of Calgary Faculty of Graduate Studies (n.d.). https://grad.ucalgary.ca/grad-life/graduate-mental-health-survey/mental-health

Wildey, M. N., Fox, M. E., Machnik, K. A., & Ronk, D. (2022) Exploring graduate student mental health and service utilization by gender, race, and year in school, Journal of American College Health. https://doi.org/10.1080/07448481.2022.2145898