Graduate School Life Coach presents Peak Performance + Critical Conversations series
The Graduate Life Coach has announced the Fall 2019 Programming available to graduate students and postdocs. See all info below as well as downloadable flyers:
Peak Performance Workshop Series
Peak Performance Workshop Series
Workshops facilitated by staff from the University Counseling Center and the Graduate Life Coach.
Lunch provided by the Russell G. Hamilton Graduate Leadership Development Institute.
This workshop series is designed to promote expert performance by exploring common issues impacting graduate and professional students and postdocs. During each session, we will briefly cover theory and research on the topic and provide a space for attendees to discuss their related experiences and to gain support and consultation.
You are not required to attend all workshops in the series, just choose those that are most important to you. RSVP is required – Space is limited to 15 participants per sessions. Workshops are offered every semester.
All sessions held Fridays from 12:30 – 1:30 PM
| September 6 | Perfectionism and Imposter Syndrome | Center for Student Wellbeing |
| September 20 | Motivation, Mindset & Effective Goal Setting | Alumni Hall Cafe |
| October 18 | Performing Under Pressure, Fighting Procrastination & increasing Efficiency |
Center for Student Wellbeing |
| November 1 | Managing Conflict and Relationships in Academia | Center for Student Wellbeing |
| November 15 | Finding Work/Life Balance | Center for Student Wellbeing |
Critical Conversations Series for Postdocs
Lunch provided by the Office of Postdoc Affairs
Discussions of topics important to your success as a supervisee and supervisor in your academic career.
You are not required to attend all workshops in the series, just choose those that are most important to you. RSVP is required – Space is limited to 15 participants per sessions. Workshops are offered every semester.
- Aligning Expectations – October 8, 2019, 12:00 – 1:00 PM
The most important conversation between supervisor/supervisee is the expectations talk – and it is a living breathing agreement that should be revisited, clarified and changed over time. Clear, specific expectations are the key to any academic relationship. This session will focus on discussing how best to talk to your supervisor about expectations, no matter where you are in your academic relationship. We will also discuss how to have the conversation AS the supervisor as you move into that role.
- Addressing Conflict in Academic Relationships – October 15, 2019, 12:00 – 1:00 PM
What happens when expectations are unclear, unmanaged or not upheld? Conflict of some shape or form – whether voiced or just felt – can make academic relationships difficult if not openly hostile. This session will address options for addressing, managing and attempting to resolve conflict with supervisors, colleagues and ultimately supervisees as you navigate your career in academia.
- Giving, Receiving and Responding to Feedback – October 22, 2019, 12:00 – 1:00 PM
Feedback and criticism are an inevitable part of the academic relationship. This session focuses on the messages that we receive from our supervisors and how we respond to that feedback. In addition, we will dive into how to give feedback to peers and supervisees in a way that is constructive and humane
- Time Management & the Perfectionist-Procrastination Cycle – October 29, 2019, 12:00 – 1:00 PM
“If I could only solve my time management problem!” But what if that isn’t actually the root of the problem? Do you find it difficult to start or make progress on projects? Is it really that there isn’t enough time or could perfectionism and fear of failure be your real obstacle? In this session, we will discuss the perfectionism/procrastination cycle and devise strategies to interrupt it.
Critical Conversations Series for Graduate Students
These programs are most suitable for students in PhD programs but are open to all Graduate School students.
You are not required to attend all workshops in the series, just choose those that are most important to you.
RSVP is required – Space is limited to 15 participants per sessions. Workshops are offered every semester.
- Communication & Expectations in the Advising/Mentoring Relationship
September 4 (afternoon in Alumni) OR November 1 (morning in Eskind)
Maintaining a positive relationship with your research mentor is very important and can be achieved through frequent, open and candid communication – including establishing clear expectations and boundaries. This session will focus on how to establish an open line of communication with your mentor in order to address any differences and align your expectations, in addition to focusing on strategies for improving communication (in person, at a distance, across multiple mentors, and within proper personal boundaries). We will also discuss the importance of establishing a mentoring and support network.
- Addressing Conflict in Academic Relationships
September 11 (afternoon in Alumni) OR November 8 (morning in Eskind)
We will discuss strategies for working through conflicts in academic relationships, particularly your mentoring/advising relationships, including on campus resources and processes for working through these situations. - Self-Efficacy: Building Confidence and Independence as a Researcher
September 18 (afternoon in Alumni) OR November 15 (morning in Eskind)
Self-efficacy is a belief one has in his/her ability to successfully complete a given goal or task. In other words it is situation specific self-confidence. We will discuss the sources of self-efficacy and strategies for building your research confidence and independence. - Receiving and Responding to Feedback – The Power of Social Persuasion
September 25 (afternoon in Alumni) OR November 22 (morning in Eskind)
In this session, we will work to (1) Identify the intent behind statements and questions, (2) understand the role of constructive feedback and improve communication between trainees and their mentors, (3) Assess the influence that mentors have on their confidence in their abilities and (4) Devise strategies to cope with and respond to feedback that negatively influences their confidence.