Getting experience for grad school

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Professors May Know You Better Than You Think (and That Might Not Be a Good Thing)

Posted on February 3rd 2017

When we interact with other people, we form attitudes and opinions about them based on what they say and do. Our attitudes and opinions can be challenged if we later observe a person behaving toward others in a manner that is inconsistent with our initial impressions of their character and comportment. If our first impressions of someone are negative, it can require a lot of positive observations to reverse our negative opinions. First they have to climb out of the hole they are in.

You Are Being Watched

Most students underestimate how much of their behavior is noticed by certain professors they encounter. It is important to realize that certain comments or behaviors that are innocuous to some people may still evoke disdain in others who have different attitudes about those things. For example, some students misjudge how their appearance or outward behavioral tendencies affect the attitudes that certain professors have about them. Students who stand out by dressing garishly or sporting showy make-up or hair-styles may find it harder to earn respect based on any truly relevant strengths they possess than do the conformists. This is not fair or rational, but it reflects an aspect of human nature. When we form an impression of someone from a few sketchy interactions, that person’s most salient traits or characteristics can obscure other traits that are actually more pertinent. The message here is that students who have a style or character that is a bit outrageous should consider toning it down when they are at school.

But, how much does is actually matter what your professors think of you on a personal level? It might matter quite a lot. Students who might someday need letters of recommendation from professors should understand that their behavior today, whether positive or negative, may still be reflected in the attitude that a professor has about them one or two years from now. Naturally, most professors will come to like or dislike some students more than others. Nobody is going to write a good letter of recommendation for someone they dislike, so students should be thinking about how their behavior could affect their chances of having support from professors later on.

Some of the student behaviors that professors dislike are obvious: The worst include talking with classmates or rolling eyes or smirking while the professor is speaking, or frequently arriving late for class or leaving early without any apparent good reason. One of the most frequent displays of disrespect in the classroom these days is to be looking at your smartphone, tablet, or laptop computer while the professor is talking. Students who think they will not be noticed or remembered because there are several other students doing the same thing are wrong about that. Of course, it depends on the professor, too. The important point is that some are very observant, and they are watching you, even if they aren’t doing so purposefully.

Some students fail to realize that they are insulting a professor when they complain about the way an exam, paper, or project was graded. Students perceived as arrogant or pretentious, or as loud, childish, silly or immature, will find it difficult to reverse those perceptions, even if they begin to behave more appropriately.

Be Mindful of How You Come Across

Some students engage in certain behaviors that they think will make a good impression on their professors, but with the opposite result. For instance, some professors encourage students to ask questions and voice their opinions in lectures, but dislike it when a student does too much of this and ends up monopolizing class discussions. Most professors don’t mind if a student occasionally drops by the office to talk about academic matters, but some students do this far too frequently, or even worse, they take up their professors’ time with their personal problems.

Among the behaviors commonly disliked are some that students would not expect professors to even notice or care about. One example is when students put in little effort and, as a result, do poorly on a midterm exam and later expect extra help outside of class to help them prepare for the final exam. Some professors may feel negatively about students who seem to be always anxious about minor things, or always stern-faced and much too serious, or chronically depressed. Everyone appreciates a compliment, but some students frequently compliment their professors in a manner that is perceived as manipulative. Teaching assistants, most of whom are graduate students, also observe undergraduate student behavior and they may pass on their own stories to their professors.

Some professors have more disdain for certain negative behaviors than other professors do, but naturally, all have some limit to what they can tolerate before they begin to dislike a student. Most professors are reasonable and will overlook an irritating behavior if the student otherwise shows very good promise. Most realize that students occasionally encounter personal problems or circumstances that legitimately take precedence over their studies. Even the most dedicated students may understandably become preoccupied for several days following a serious fight with a spouse, or the death of someone close to them, or some other tragic circumstance. Although most professors are sympathetic enough to occasionally grant an extension on an assignment, or to reschedule an exam for a student with personal problems, repeated requests for this kind of special consideration may indicate that the student is unable to cope with adult life and responsibilities. The same student is not likely to be able to cope with the demands of graduate school.

Students sometimes make the mistake of disparaging others when explaining the consequences of their own previous mistakes or shortcomings. Never, ever, blame a bad grade you received on the professor! Over-exuberance can also make a negative impression, although the people who display this tendency may not realize the extent to which it weighs negatively on how they come across to some people. People who behave effusively may be perceived as insincere, or even manipulative. No one will be convinced that you belong in graduate school because you say that you’re “really, really, really passionate” about the field of study. The point is not to avoid being enthusiastic, because enthusiasm and motivation are essential. Most people like others who have a cheerful demeanor. Just be careful not to overdo it, or else others may assume that you are insincere. Students who are too nonchalant or casual may come across as being not sufficiently interested or motivated.

Students who will later need positive letters of recommendation must do more than avoid behaviors that professors dislike. They should also give their professors some reason to have good opinions about them. It is not enough to “blend into the woodwork,” as this will not give the professor anything positive to say in a letter.

So, what are examples of admired student behavior that contribute to professors’ attitudes of students they like? As with disliked behaviors or characteristics, some of the admired ones are obvious: students who seldom or never miss a class, are attentive and ask insightful questions, and who occasionally participate in class discussions. I personally like to see students turn their attention directly to me and immediately close their phones, tablets, or laptops as soon as I begin a lecture. These behaviors give the impression that the student is interested in the course, and that he or she respects me and is mindful of why we are there in the first place.

Among the student behaviors that professors like are some that students would not expect professors to even notice or care about. For instance, professors like to see students help each other. Sharing your notes with a student who missed a class might save the professor from having to spend extra time going over the material with that student. Some professors like it when students smile and say “hello” when they pass by outside of class, and most prefer when a student is willing to make eye contact rather than blatantly trying to avoid it. Some professors respect students who have the courage to disagree with them in class from time-to-time, as long as it is done in a respectful manner.

For the most part, the relations that exist between a student’s behavior and a professor’s attitudes about the student are nothing more than common sense. The most important point to be taken from all of this is that your behavior is on display much of the time, and professors who come into contact with you on a regular basis are likely to use their observations of your behaviors to develop opinions about your character. Those opinions will be reflected in any letter of recommendation they might eventually write for you.

How to Dig a Hole and Jump In

Context matters. Something a professor just happens to notice you do or hears you say in the hallway one day might leave no significant impression. It might not enter the observer’s stream of consciousness for more than a moment, and it might be forgotten just as quickly. But in a different context, the same observation might have much greater impact and lasting consequences.

Many students appreciate that it is essential to get some relevant experience before applying to graduate school. One of the most common ways of accomplishing this is to volunteer to help professors with their research. This is the best way to set up the most relevant and effective letters of recommendation that will be helpful down the road when applying to graduate school, or to a professional degree program, or for a postgraduate scholarship, or for a job. Some students fail to realize that one of the most important benefits that can come from volunteering as a research assistant is that it puts them in situations that allow the supervising professor to see how they work, how they interact with others, their independence, motivation, communication skills, maturity, emotional stability, and the list goes on. These are the kinds of things professors tend to write about in a letter of recommendation. In fact, most graduate programs explicitly request that individuals providing recommendation letters evaluate the applicant on at least some of these dimensions.

Some students make the mistake of seeking out opportunities as volunteer research assistants without knowing all the reasons why it is important to do so, especially if they plan to apply to graduate school, someday. Many students mistakenly believe it’s all about getting the relevant experience, and they don’t consider how the impression they leave on the supervising professor can come back to either help or harm them several months or a couple of years down the road. There are ways to make the most of a volunteer research position, and there are ways to inadvertently make it a huge waste of your time and effort. This general topic is discussed in a previous post, “How to Make the Least of a Volunteer Research Position“. Anyone planning to volunteer as a research assistant with a professor should read that article. It might help avoid disadvantages thar are difficult to overcome.

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How Joining a Students Association Can Help You Get the Most Out of Your Bachelor’s Degree (Part 2)

My last post appraised some of the benefits that come from being in a students association. It included the perspective of someone who has actually been there, done that — Samantha Briand has been president of her undergraduate psychology students association for the past two years. She shared with us some reasons why she was willing to devote hundreds of hours to volunteer for the benefit of complete strangers, and she described a few benefits that have come out of her experience, including pride in knowing that her personal sacrifices made a positive contribution to the student experience for so many people. She ended with a challenge to others to get involved with their students association, because the gains in terms of personal growth and satisfaction that come from the experience justify the costs in terms of time and effort.

I believe her. I believe most people would feel positively about the experience. It’s one of those things you may find it hard to imagine doing, which is why most people never do. But once you take that first step and things start rolling, you are so glad you took a chance and stepped outside your comfort zone.

Still, I know that very few people who read this, or who read Samantha’s message in my previous post, will consider for more than a few moments getting involved with their students association. Only a handful of the 5000-6000 people who will view this post over the next week or so, will ever be involved in their students association. That handful will reap the benefits Samantha mentioned, and the rest of them will miss out.

It Gets Better Yet for the Handful

Some of those people who are actively involved in their students association will reap benefits that go far beyond those we already discussed. Possibly very far, in some cases.

We all know that when it comes to applying to graduate school, or to professional school, or for a job within the workforce, the fate of an application will depend to a great extent on the quality and impact of the letters of recommendation. As I have discussed at length in previous posts, in order to have really effective letters of recommendation when the need arises, students must put themselves in situations that allow the right people to discover their relevant talents and important character attributes. One of the most effective ways to accomplish this is to volunteer to help professors with their research (which, by the way, is only effective if it’s done properly). But, there are other ways to put your abilities and character on display, too.

Any context that allows you stand apart from the crowd of students in such a way that makes your activities visible and your strengths apparent to professors can provide the basis for an effective letter of recommendation. Joining your students association provides a context in which you can show who you are and what you have to offer a prospective employer or graduate supervisor, as long as you and your group are doing the right kinds of things; such as, organizing seminars or workshops on career paths, or on study skills, or preparing for graduate school, or applying to graduate school, or any other serious and worthwhile topic.

The most effective letters will provide anecdotal evidence of important general abilities and character traits. The following is just a brief list of some important abilities and personal qualities that might be noticed about students who are actively involved with their students association:

1. They are likely to be perceived as having excellent organizational and management skills. For example, I believe this is true about Samantha Briand. I suspect she must have these assets because she was able to organize and coordinate a few workshops and other events that were widely attended and generally effective in accomplishing what she and her colleagues set out to accomplish. Professors want their graduate students to have strong organizational skills, and many potential employers look for evidence of it in job applicants. There are a lot of jobs in management, in general. Many professors need their graduate students to be good at management, too.

2. In order for any student association to work effectively, members  must be able to work together. It certainly helps if everyone gets along, too. Same thing is true in many workplace settings. Being an active member of a students association provides an opportunity to demonstrate an ability to work with others, and to work co-operatively. Again, these are things that will appeal to almost any potential employer, because their employees are likely to work together in offices, or on team projects. Likewise, graduate supervisors need their students to be able to work together and share space and resources. Efficiency and general morale are high when people get along, so all professors strive to avoid taking on a graduate student who are unable to work harmoniously with others.

3. Having superior communication skills. Effective communication, both in writing and orally, are abilities that most employers value highly in their employees. Being able to write and speak effectively is absolutely essential to success in graduate school.

4. Students who choose to become actively involved with their students association tend to demonstrate strong leadership abilities. Anyone looking to hire someone into a management position will be looking for leadership abilities.

5. Most observers will assume that active members of a students association are highly motivated toward having a successful and productive career, as long as they are organizing the right kinds of activities and events. For example, the fact that Samantha and the other executive members of the students association in our department focused so much on career-related activities over the past two years says a lot about the priorities for this particular cohort. A high priority seems to be choosing and navigating career paths. That looks good on them. But why might this matter to a potential graduate supervisor? Because no one wants to take on a student who is anything less than 100% committed to following through to the completion of the degree program. It can be highly disruptive to a professor’s research program when a graduate student suddenly decides to quit the program partway through. Similarly, saavy employers hire people who are motivated to do well and make progress, because that so often translates into excellent work habits.

If I spent more time thinking about it, I could come up with other examples of important abilities and aptitudes that students are able to display through active participation in their students association. The most important point, however, is that whether applying to graduate school, or for some type of scholarship or award, or applying for a job either within or outside of academic circles, students need eventually the endorsement of others who have discovered such things about them. Being a college or university undergrad provides ample opportunities to set oneself apart from the crowd in positive ways. Noticing these opportunities requires going beyond the lectures and textbooks, beyond earning academic credits and completing degree requirements.

Consider this. When you apply to graduate school in almost any STEM discipline or within the social sciences, nearly everyone else with whom you are competing will have letters from professors who supervised their undergraduate research. Most likely, you will to, so in this sense you all have a similar kind of relevant letters. Students who also make strong positive impressions on one or more professors in an alternative but still relevant context will stand to have somewhat unique and therefore more likely to be effective, letters of recommendation; that is, if the students take advantage of the likelihood that at least some professors are probably watching and noticing. In order to stand out and be noticed as a grad school applicant, it helps to have something that the majority of other applicants don’t have.

If you’re doubtful about whether the five observations I listed above are actually important when it comes to determining the effectiveness of a recommendation letter or the fate of an application to graduate school, I strongly recommend you read my previous post on the student evaluation form that invariably accompanies any letter of recommendation for graduate or professional school. You will see that the five specific abilities and aptitudes I listed above are among the ones graduate and professional schools explicitly ask people providing letters to include in their evaluation of an applicant.

Before ending my commentary for today, I want to emphasize that it will be up to Samantha to ensure that at least one of the people furnishing letters on her behalf actually benefits her cause by referring to the evidence of ability and character that came from her involvement with the students association. Should she talk about the experience and what it shows about her abilities in her personal statement? No, probably not. It would be too awkward, and it’s likely to come across as pretentious to try doing this in a personal statement, where it is not good to sound boastful. She really needs someone else to point all this out on her behalf. Even though her c.v. will list extracurricular activities including her work for the students association, it is unlikely to get noticed or have any impact as a line item in her c.v..

Benefiting in the ways in which I’ve been discussing will depend on whom she asks for letters, in at least two ways: First, there are good letter-writers and there are bad letter-writers, and it’s not always easy to know which professors write truly impactful recommendations and which ones put in little effort and end up creating flat, generic recommendation letters. Second, whether it’s a good, bad, or mediocre letter writer, she has to request a recommendation from a professor who has actually thought about her extracurricular activities in the way I have discussed them here. Even the best letter-writers will overlook this revealing evidence of her underlying personal qualities if its relevance has not occurred to them.

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How joining a students association can help you get the most out of your bachelor’s degree (Part 1)

Posted January 12, 2017 — My last post was the first in a short series I have planned for the first few weeks of 2017. The aim is to motivate college and university students who worry about potential career paths to do something about it. To gather the resources and assistance necessary to garner the best information and insight available.

The first step, as always, is simple and not particularly original: Consult the career-counselling services available at your institution. You might find the answers you need, or at least get much closer. But you might not. This is somewhat understandable, as you cannot expect to get all the time, attention, and personalized advice you want from a career counsellor who also has a schedule of appointments with other clients. Not only that, but despite what many students mistakenly assume, career counsellors are typically not industry specialists. This means that while they may be very helpful in getting you started with the process of researching different career options, they often lack the special insights of a true “insider.” By insider, I mean someone who actually has a career in an area of interest to you.

Many insiders were once undergraduate college or university students themselves, who somehow progressed from that stage in their life to later having a fulfilling career. The more insiders you talk with about how they did it, the more you realize that there is no typical, standard route to career success from undergraduate school. Just as importantly, the more you learn about the diverse experiences of industry insiders, the easier it is to appreciate the full range of career options that are potentially accessible to you, and to plot a potential path for yourself.

The career counsellors may be able point you in the direction of career-related books and web resources, but those sources of information fall short in terms of actual usefulness compared to the special insights, tips, and strategies that you can get from someone who has had success in getting from where you are now to the kind of place you would like to be yourself someday.  Even after getting everything you can from your school’s career counselling services, you are likely to still have many questions and much uncertainty — and flashes of anxiety — over your future.

My advice to students who find themselves in the situation I just described is to take matters into their own hands. To fill those information gaps that are left unfilled by career counsellors or academic advisors, or even the best career-related books or websites. If you are a student who needs help with this process, the main points I hope to make for you today is that you don’t have to do it alone. There are many many other students in the same boat as you. You probably pass some of them in the hallways at school every day. If even a small group of you can get together and coordinate some efforts, you can get the insiders’ insights you need.

The following guest-commentary was written by someone who has experienced first-hand the benefits of working with other students. She is Samantha Briand, and she has been the president of the Concordia University Psychology Association for the past two years. She comments on some of the benefits she has personally experienced, but also to the widespread lack of initiative displayed by the vast majority of students. I hope her words will inspire and help compel you to action.

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If you’ve ever wondered how someone can be a full-time university student AND work 40 hours a week, ask any student rep. The young men and women who decide to join student associations do so for free and of their own volition. But how can anyone be crazy enough to sacrifice their time, sweat and money for a bunch of students they don’t know, you may ask? Spend days and nights planning and promoting events they’ll be too busy to enjoy? Well, the answer is simple…

Because someone has to.

I ran unopposed as President of the Concordia Undergraduate Psychology Association (CUPA) for two years in a row, as did many of the executives on our 2015 and 2016 teams. Although we all decided to run for different reasons, most of us agreed that we wanted to make a difference in the lives of students and CUPA was our best way to do that. With each event, our presence on campus grew and we were over the moon when our first ever winter getaway sold out in less than 8 hours. People came up to us and thanked us for all our hard work, and told us what a difference our events had made in their lives. Some people even made friends that they’ve kept to this very day. We made that possible. CUPA made that possible. And it’s those moments that make it all worth it. But I can never stop myself from thinking, what would happen if I chose not to be a part of my student association. If I decided that my time was better spent studying or making money. Then who would take my place? Considering that I ran unopposed…twice… I would say no one. And since that is the case for more than half of the people on my current executive team, there wouldn’t be enough people to even justify having a student association if we decided not to run. So, all of those students who benefitted from our events would just have to deal with it. They would lose all of the opportunities that CUPA can provide, all because I want more time to sit around and watch Netflix all day? It is a sacrifice we make willingly, because we know that our efforts can make a difference. That CUPA is bigger than us, as cheesy as I may risk sounding. But please don’t feel bad for us, because we would gladly make the same choice time and time again. As hard as it may be, we love what we do and we’re happy to do it. So, if you’re looking for a way to make your university experience more than just a quest for a decent GPA; or if you want to meet a bunch of strangers who will grow to become some of your best friends, then I urge you to join your student association. There is no better way to pay it forward than by giving your time to others. And if you’ve got it all figured out already, then this is your chance to share that knowledge and wisdom with younger students. And if you don’t, then hey, join the club! As a 2017 graduate, I can tell you how proud I am of what CUPA has accomplished over the past 2 years and I hope to leave it in good hands. So I challenge you.

I challenge you to take a leap of faith.

To spread yourself too thin.

To bite of more than you can chew.

Why? 

Because you might just surprise yourself.

Best of luck, 

Samantha Briand

President 2015 – 2017

Concordia Undergraduate Psychology Association
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I am grateful to Samantha for passing along these words of wisdom. Not everyone has her level of energy and enthusiasm, and many students have important extracurricular activities or other commitments that limit their ability to spend as much time as Samantha has organizing useful activities for the benefit of hundreds of student peers. But, you don’t need to have her level of enthusiasm or dedicate as much time and effort as she has. That’s the whole point of working with others toward a common goal — just like student associations are able to do. Still, you have to get off your ass and show some initiative.

There are additional benefits to getting involved with your student association beyond those pointed out by Samantha in her guest-commentary. I believe some of those benefits will likely play out for her over the coming years, in ways that enhance her early career development. I will explain in my next post.