Victors in Grad School

Dr. Christopher Lewis
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Victors in Grad School explores what you can do to find success in your own graduate school journey no matter what you plan to do. Through experts and individual interviews you will be introduced to what it means to find success and tips on achieving success in graduate school.

  1. Overcoming Obstacles: Lessons in Resilience from John Ambrose

    2D AGO

    Overcoming Obstacles: Lessons in Resilience from John Ambrose

    Are you thinking about going to graduate school, or already on the journey and searching for motivation? The latest episode of Victors in Grad School offers both inspiration and practical advice. Host Dr. Christopher Lewis sits down with John Ambrose, Vice Chancellor for Enrollment Management at the University of Michigan Flint. Through vulnerability and candor, John Ambrose unpacks his non-linear path to academic and professional achievement, and why graduate school was transformative for him. A recurring theme throughout the episode is resilience. As a first-generation student, John Ambrose openly discusses the difficulty of navigating higher education "without the right mentoring and information," sharing a raw moment of feeling "trapped" after changing majors and needing additional years to finish his undergraduate degree (02:23). Despite setbacks and personal loss, including the passing of his father during his freshman year, John Ambrose pressed on, motivated to create meaning and success for himself. The transition into graduate school wasn't easy. John Ambrose recounts taking a pay cut to accept a job that would fund his master's, balancing the demands of work, school, and family – at times, facing weekends packed with study and few breaks (09:41, 22:36). For anyone hesitating to return to school later in life, his advice is honest: "It's not that you can't do it, but what are the adjustments that I need to make?... What is this going to mean for your family?" (21:13). Preparation and honest communication with one's support network are crucial. Another highlight is John Ambrose's perspective change from undergraduate to graduate studies. He describes the graduate experience as "fun," especially the value of discussion-based learning and the satisfaction of intellectual exchange (10:18). He notes that beyond credentials, graduate school is about personal development and acquiring soft skills—listening, confidence, grit, and the ability to articulate your experiences. "[Graduate school] is an opportunity to develop yourself and to provide opportunities for you to become a different type of version of yourself," he reflects (24:29). This episode isn't just for prospective students—it's for anyone seeking to find meaning in growth, overcome setbacks, and make purposeful choices about the next stage in life. Tune in to hear an inspiring journey that proves success isn't always linear—and graduate school can be about so much more than a degree. Listen to the full episode and let John Ambrose's journey empower your own. TRANSCRIPT John Ambrose [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan Flint. Really excited to have you back again this week. And as always, every week, we're on a journey together. I say it every week, but it is so true that the— that what you're doing right now as you are preparing to think about— either think about graduate school, apply to graduate school, go through graduate school— it is a journey. And that journey might take you a year to get into graduate school, it might take you 2 years, 3 years, who knows. No matter where you are on this path, there are things that you can do right now to help you to be successful ultimately in the journey that you're on. Dr. Christopher Lewis [00:00:50]: And that's why this show exists. This show exists to help you to find some tools for your toolbox to help you to be able to to find success sooner. We do that many times through opportunities for you to meet others that have gone before you, that have gone to graduate school, have been successful in graduate school, and they can share that experience with you. And today we've got another great guest with us. I'm really excited to be able to have John Ambrose with us. And John is the new Vice Chancellor for Enrollment Management at the University of Michigan Flint. And I'm really excited to have him here to be able to share with you his journey in going through graduate school and how that's led him to here at University of Michigan Flint. John, thanks so much for being here today. John Ambrose [00:01:33]: Dr. Lewis, thank you for having me. Dr. Christopher Lewis [00:01:35]: It is my pleasure. Really excited to have you here today. And I am going to start this interview with an opportunity to go back in time. I know you did your undergraduate work at Western Michigan University and then— yes, go Broncos! We both have that connection that we're both Broncos and I guess I wanna go back in time to that point when you were at Western, and then after Western, you went off, you worked for a while, and at some point, some point in that work experience, you made a choice, you made a decision that you were going to continue your education and continue your education in a completely different area than what you did as an undergraduate student. So bring me back to that point when you were having that inkling in your mind, and what made you decide that that was the right time —to go to graduate school? John Ambrose [00:02:23]: Oh, man. Uh, days in Kalamazoo were an amazing time for me. That was an opportunity where I like to say I, I was reared in Detroit, but I was trained in Kalamazoo. In terms of adulting, as the young people use, uh, that term today, it took me 6 and a half years to get my 4-year degree from Western Michigan, mostly because I changed my major, but I only changed it once. And I was required to almost go back from square one. Uh, very few of the credits that I had earned prior to were allowed in my new major. And so it, it was a difficult decision, but as a first-generation student, then you're doing your best to negotiate and navigate, and all the information you're getting is not necessarily accurate. So I just found myself having to make an adult decision in the moment. John Ambrose [00:03:14]: So I remember very vividly going out and sitting on the curb and crying. And I got myself together after I cried about it. And it was, you know, it was almost like I felt like a sit— like I had just been sentenced to 4 more years of jail. And not that I hated it, but it just— I felt trapped, to be honest, if I'm being honest about the emotions that I felt. But I was like, okay, you're— this is it. I mean, this is what I have to do. And I had gotten myself into that position primarily because a little bit of it was academics, A lot of it was just the lack of mentoring that I had and the lack of sharing and feeling like I was the only one. But those are the types of things that first-generation students will face at moments in their educational journey. John Ambrose [00:03:58]: But stood up, dropped my face off, went to the bathroom, washed it, and came back and signed up and said, okay, let's do it. So I did my 4 years, and at that point I thought, I'm never coming back to college again. But I was so focused on my career that when I got ready to graduate, I don't already done in, in excess of 12 different internships all over the place, trying to really find myself. Everything from internships within my major to legal and social work and outside, you name just, you know, I did just about any job there was to do on the campus and worked in all the buildings, I think, except two by the time I graduated. But it was an opportunity, like I said, to really mature and grow. And eventually I did gain mentors across the campus. And so But it was just a different type of experience and one that I cherished really very dearly and hold close to my heart because I lost my dad my first semester freshman year. And he was a bit of my muse for going to college. John Ambrose [00:05:01]: So when he passed away, I really wasn't sure because I'd never done anything for myself. Uh, everything I did was to please him and to make him happy. And, you know, you, you wanted to get that stamp of approval from your dad or— and your mom. But my dad was larger than life in my eyes at that time. And also it was, it was a bit of learning, learning to want things for myself. So fast forward, I graduate, I work in the printing industry for a few years, actually more than a few, but I changed companies probably about 3 times and each one, uh, more progressively until the last one that was a bit more entrepreneurial. Found myself leaving there after the smaller mom-and-pop shop with the entrepreneurship piece and I started selling life insurance. And I got a call one day to find out if I was interested in joining Marygrove College. John Ambrose [00:05:49]: And so the decision was, after they made me an offer, that I would go and earn my master's degree in education. And so when I got to the point of— I think it was, you got to do 6 months. So after my 6-month probation period in the, the start of the career, I started the program. And so I had my master's degree in education. And the Sister Servants of the Immaculate Heart of Mary there who ran Marygrove College— and I knew very little about the college when I, I started to work there. But that was the primary reason for going. So I got this wonderful lesson about the history of Detroit, but it was also my first foray into Catholic school education and kind of the mission of the Catholic Church as well as that particular sect for these— by the Sister Servants of the Immaculate Heart of Mary. And I mean, they were a gritty group of sisters and they did not take any, any stuff from any man or any woman for that matter. John Ambrose [00:06:47]: And I mean, just the history of being the— in Detroit and how they became— went from being all-female to co-ed in the '60s. So it was quite the journey. And later to find out that my older siste

    27 min

  2. MAR 2

    How to Ensure Your Graduate School Application Tells a Clear Story About You (and Your Goals)

    If you're applying to graduate school, you've probably heard this advice before: "Make your application stand out." And if you're like most applicants, your first thought might be: Okay… but how? Because when you look at what a graduate application requires—your personal statement, your resume, your recommendations, your writing sample, maybe even an interview—it can start to feel like a big pile of documents that don't automatically "connect." You may even be thinking: "How do I pull all of this together?" "How do I make sure I'm not just listing accomplishments?" "How do I explain my journey without oversharing?" "What if my path hasn't been perfectly linear?" Let me reassure you right from the start: A clear narrative doesn't require a perfect background. It requires intentional storytelling. And the best graduate applications don't just show that you can do graduate-level work… They show who you are, what shaped you, what matters to you, and what you want to build next. Today, I'm going to walk you through exactly how to do that. Why narrative matters in a graduate school application Admissions committees read a lot of applications. And I mean a LOT. Many applicants have: strong GPAs relevant work experience volunteer involvement leadership roles certifications awards So what makes one applicant memorable over another? Often, it's this: Clarity. A strong applicant helps the committee quickly answer three questions: Who is this person? Why graduate school—and why now? Where are they going, and how will this program help them get there? If your application clearly answers those three questions, your narrative will shine—even if you don't have the "perfect" resume. A key mindset shift: you're not just applying—you're introducing yourself Here's something I tell students all the time: Your application is not a transaction. It's a story. It's not: "Here are my documents. Please accept me." It's: "Here's who I am. Here's what I care about. Here's how I've prepared. Here's where I want to go. And here's why your program is the bridge between my present and my future." When you approach your graduate school application like a narrative, everything becomes easier to organize and write—especially your personal statement. Step 1: Find your "through line" (the story that connects everything) The biggest reason applications feel scattered is because applicants try to include everything. But you don't need to include everything. You need to include what supports your through line. A through line is a simple idea that connects your experiences like a string connecting beads. It might be: a passion (equity in education, mental health advocacy, community-based research) a professional goal (becoming a clinician, moving into leadership, transitioning careers) a lived experience that shaped your direction a problem you want to solve Ask yourself: "What's the theme that runs through my experiences?" And if you're thinking, I don't have a theme—I've done all kinds of things… That's okay. Most people have. Your through line doesn't have to be obvious at first. It often sounds like: "I've always been drawn to helping people make sense of complex systems." "I want to bridge the gap between access and opportunity." "I'm motivated by the belief that small interventions can create big outcomes." "I keep finding myself working at the intersection of people and problem-solving." Your job is to identify what has consistently pulled you forward. Step 2: Use the "Past → Present → Future" structure This is one of the simplest and strongest storytelling frameworks for graduate admissions. It works in personal statements. It works in interviews. It works in letters of intent. Here it is: Past: What shaped you? What experiences, moments, or observations sparked your interest? Present: What are you doing now? What have you learned, built, studied, or contributed that shows readiness? Future: Where are you going? What goals do you have—and how does this program help you reach them? If your application materials align with this structure, the admissions committee will feel confident recommending you. Step 3: Turn your experiences into meaning—not just a list Here's a common mistake: Applicants list experiences like they're writing a résumé in paragraph form. Example: "I completed a degree in psychology. I worked as a research assistant. I volunteered with a nonprofit. I also completed training in crisis intervention." That's not bad—but it's incomplete. What's missing? Meaning. Instead, you want to show what your experiences taught you and how they shaped your goals. Try this approach: What did I do? What did I learn? How did it shape what I want next? Example upgrade: "Through my work as a research assistant studying youth anxiety, I saw how often early intervention is limited by access and stigma. That experience pushed me toward crisis intervention training and strengthened my commitment to pursuing clinical practice focused on adolescents." See the difference? Graduate programs don't just want to know what you've done. They want to know what you've become because of it. Step 4: Be specific about your goals (without boxing yourself in) Another common challenge: applicants worry they have to have everything figured out. Let me say this clearly: You do not need to have a 10-year plan mapped out. But you do need to show that your goals are thoughtful, realistic, and connected to the program. Weak goal: "I want to advance my career and make a difference." Strong goal: "I want to develop the clinical assessment and intervention skills needed to support adolescents navigating anxiety and trauma, with the long-term goal of working in community mental health settings." Strong goal (leadership): "I want to move into higher education leadership roles focused on student success initiatives, using data-informed advising strategies to close equity gaps in persistence and completion." Specific doesn't mean rigid. Specific means you've done the work to understand your direction. Step 5: Connect your goals directly to the program you're applying to This is where applications rise or fall. Admissions committees can immediately tell the difference between: an application copied and pasted for multiple schools and an application written with intention for their program The key is to connect your story to their resources. Look at: curriculum concentrations internship/clinical placements research labs faculty expertise student organizations capstone projects community partnerships Then, write sentences like: "The emphasis on ___ aligns with my interest in ___." "I'm particularly drawn to the course ___ because it supports my goal of ___." "I'm excited by the opportunity to work with faculty whose research includes ___." This is not flattery. This is alignment. Step 6: Make sure every part of your application supports the same narrative Here's the secret that many applicants don't realize: Admissions committees aren't only reading your personal statement. They're reading your whole application to see if it tells one cohesive story. Your application should "agree" with itself: Your resume should support what you claim in your personal statement Your recommendations should reinforce your strengths and readiness Your writing sample should match your academic potential Your goals should match the program you selected You don't want contradictions like: personal statement says you want research, but resume shows no research involvement goals say "clinical practice," but nothing shows people-facing experience statement says you're passionate about X but never explains where it came from You want the committee to feel: "Yes. This makes sense. This applicant is ready." Step 7: Use a "signature sentence" to make your narrative memorable Want a simple way to stand out? Create one sentence that captures your story. Something like: "I'm pursuing graduate study to bridge mental health support and community access for youth." "My goal is to develop the leadership and data skills needed to build equitable student success systems." "I'm committed to using evidence-based practice to improve outcomes for underserved populations." Then weave that idea throughout your application materials. It becomes your anchor. Your north star. And it makes your narrative easy to remember. A quick checklist: Does your application tell a clear story? Before you submit, ask yourself: Can someone summarize my story in 2–3 sentences after reading my materials? Do my experiences clearly connect to my goals? Does my application explain why graduate school now? Did I clearly explain why this program is the right fit? Does my tone sound confident, grounded, and genuine? If yes, you're in an excellent position. One final encouragement If you're worried that your story isn't impressive enough, I want you to hear this: Graduate admissions committees aren't looking for perfect people. They're looking for: purpose readiness alignment growth potential And the clearest narrative isn't built from having the most impressive resume. It's built from knowing: who you are, what matters to you, and what you're building toward. And if you can communicate that clearly? You will stand out.     TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Welcome back to Victors in Grad School. I'm yo

    12 min

  3. FEB 23

    Finding Purpose and Community: Dr. Anne Jonas on the Grad School Journey

    Are you considering graduate school but not quite sure if it's the right step? Or maybe you're simply curious how others have navigated the transition from undergraduate life or the workforce into advanced study. The latest episode of "Victors in Grad School" is a must-listen for anyone embarking on or contemplating this journey. Host Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan, Flint, sits down with Dr. Anne Jonas, assistant professor in human-centered design and human-computer interactions, to unravel the twists and turns of her academic journey. Their conversation is packed with practical wisdom, honest reflections, and encouragement for prospective and current grad students alike. Key Takeaways from the Conversation One of the key themes that emerges from this episode is the importance of intentionality. Dr. Anne Jonas didn't go straight from college to graduate school. Instead, she gained valuable experience in the nonprofit sector, which helped her identify why she wanted to return for further study and what she hoped to achieve. She encourages prospective students to "really know why you're going to graduate school"—not just to continue the routine of education, but because you have a true purpose and passion to pursue. Another significant focus of the discussion is finding the right fit. Dr. Anne Jonas shares how she evaluated potential programs based on faculty interests, curriculum, and the kind of research being done. She emphasizes the value of looking for communities—both academic and personal—that will support you, reminding listeners that "no one person can provide all the support and mentorship" you'll need. The episode also tackles the challenges of transitioning back into academia, particularly the self-management and independence required at the graduate level. Dr. Anne Jonas describes how she learned to balance work, study, and life, and the critical role her supportive community played in her success. Why Listen? Whether you're worried about finances, choosing between programs, or simply need reassurance that there's no single path to grad school success, this episode offers grounded, relatable advice. It's a reminder that with intentional choices, strong support networks, and flexibility, your grad school journey can be deeply rewarding. Tune into this episode of "Victors in Grad School" for a conversation that just might help you find your own path forward. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. Every week we are on a journey together. And I know I say that every week, but it really is true. The journey that you are on as a graduate student is truly that it is a journey. It is not always going to be a linear path. Dr. Christopher Lewis [00:00:32]: There are going to be sometimes some circuitous routes to get you to where you want to be and to get you to being able to meet the goals that you have set for yourself. And this podcast is here to help you on that journey every week. I love being able to introduce you to different people with different experiences that can share their own experiences in going through graduate school to help you find success sooner. This week we've got another great guest. Dr. Ann Jonas is with us today, and Ann is a faculty member here at the University of Michigan, Flint. She's an assistant professor and working in human centered design and human computer interactions. And I'm really excited to be able to learn more about her as well as more about her own experience in going through graduate school and all of this that will help you in your own journey. Dr. Christopher Lewis [00:01:26]: Anne, thanks so much for joining us today. Dr. Anne Jonas [00:01:27]: Of course. Thanks for having me. Dr. Christopher Lewis [00:01:29]: It is my pleasure having you here today. And I always start these opportunities really turning the clock back in time. And what I would love to do is I want to go back in time, back to your days at Brown University, or maybe a little bit after Brown University, because I know you did your undergraduate work at Brown University. And then at some point after going out working, doing research, you know, working at a number of different places, you made a choice, you made a decision, and there was a point in time where you said, said it's time and I'm ready to move to the next phase of my education. Bring me back to that point. And what made you decide that graduate school was the right time? What that graduate school was the. Was that it was the right time for you to go to graduate school. And that led you forward. Dr. Anne Jonas [00:02:16]: Sure. So I will say, when I was in college, I didn't really, even though I had many wonderful teachers who were graduate students, I didn't have a clear sense that graduate school was an option outside of kind of the professionalized paths of pre law, medical school, et cetera. And so I didn't really see that as something that I would do. And so I went out and worked in nonprofits for quite some time. And I think in that process I. I knew some people who went to graduate school and so I learned a little bit more about it, but I never really was ready to take that step. Early on, I think I was concerned about kind of job security and job availability and cost even. I had learned that many PhD programs and some master's programs provide funding. Dr. Anne Jonas [00:03:07]: I still wanted to make sure that it was something that was going to be financially viable choice for me. And so it was really important to me to kind of get some work experience under my belt before I went to graduate school and to really know like, why I was going to graduate school and not just kind of rely on that as like someone who'd always been at school and always done well at school. I wanted to kind of push myself to do something else and to only go to graduate school if it really, really made sense with kind of what I wanted for my future. So I was very happy in non profits for quite some time. And then I guess about four or five years after I graduated from college, I worked the Barnard center for Research on Women, Barnard College in New York. And being there, a big part of my job was bringing academics to speak at the college and organizing different events, as well as kind of facilitating communication and other kind of programming between scholars and practitioners, artists in all different sorts of fields. And so I was really at that time being exposed to all of these wonderful people doing all of these amazing things, many of whom had taken the graduate school path. And because I was working at a university, I was also lucky enough in combination with some of my prior experiences, to be able to take graduate classes at the Teachers College of New York at Columbia University, because Barnard and Teachers College and Columbia are all part of one university. Dr. Anne Jonas [00:04:37]: And so once I started doing that, then I really was like, okay, there's something really interesting to me here. I had always been interested in the Internet, particularly the social side of the Internet. I had done some classes in what we call modern culture and media when I was in college, but more from that kind of media studies humanities perspective. And take the classes at Teachers College really allowed me to get a little bit more of the social sciences perspective and really realize, okay, this is an area that I would be interested in doing research on. And that was the point where I was like, okay, I think I have a reason to go to graduate school. There's something that I would like to study. I have enough work experience that I feel comfortable that if I come out of graduate school and I'm not taking an academic path that I can continue the kind of work that I had been doing. And so that was when I kind of decided to set about looking into different programs and taking the leap of applying to graduate school. Dr. Christopher Lewis [00:05:33]: So let's continue unpacking that because you spent many years is on the east coast and I know where you ended up. You ended up out on the west coast at the University of California, Berkeley. But I guess talk to me about that. You said you started a process of trying to identify where you might want it to be and you ended up at the far other side of the country. So talk to me about that decision making process for yourself and what ultimately led you to UC Berkeley. And what was it about that that really stood out and made you decide that that was the right fit for you? Dr. Anne Jonas [00:06:06]: Yeah, I think my top priority in looking into graduate school programs were first the program, what am I going to be expected to do and is that going to align with kind of the goals that I have for what I want to research and kind of why I want to go to graduate school. And then there were some just like practical limitations. I'm very unfortunately monolingual. I don't speak another language. Many programs require that you have proficiency or fluency in another language. Similarly with like computer programming, I didn't have those skills. And so I was looking for programs that matched both the skills that I had and where I could do the kind of work that I wanted to do. And so that was important to me. Dr. Anne Jonas [00:06:46]: But I think the thing that was most important to me was looking into the faculty in different programs and saying, okay, who's doing the kind of research that I want to do in the areas that I want to do it and are they a

    23 min

  4. FEB 16

    Breaking the Perfection Myth: Real Talk for Graduate Students

    Are you a graduate student feeling the constant pressure to be flawless? Have you found yourself chasing impossible standards, believing that only perfect grades or perfect work will help you succeed? If this sounds familiar, you're not alone—and the new episode of "Victors in Grad School" is here to reassure and empower you. In a powerful conversation between Dr. Juanita Tookes and Dr. Christopher Lewis, Dr. Tookes shares a presentation about the Perfection Myth and dives deep into the experiences that graduate students face around perfectionism. The discussion is honest, validating, and filled with practical advice and heartfelt encouragement. Dr. Juanita Tookes shares her personal experience as a "recovering perfectionist," normalizing the struggle and reminding listeners that striving for perfection is a common—but ultimately unrealistic—desire. She explains that perfection is a constantly shifting, subjective concept defined by societal standards, cultural expectations, and comparison (especially in the era of social media). The elusive chase for perfection can leave students feeling anxious, burnt out, and always "less than," which is neither healthy nor sustainable. The podcast also digs into the impact of perfectionism on the brain, highlighting how a constant drive for flawlessness keeps students in a heightened state of fear and anxiety. This mindset, as Dr. Juanita Tookes explains, can deprive you of celebrating your achievements, push you toward burnout, and even negatively impact your mental and physical well-being. Listeners will appreciate the practical discussion of perfectionist behaviors—like overworking, fearing mistakes, avoiding help, and linking self-worth to performance. Dr. Christopher Lewis and Dr. Juanita Tookes reinforce that these behaviors are understandable in high-pressure environments like graduate school, especially when finances and career prospects are at stake, but they urge listeners to challenge these patterns for their own health and happiness. As the episode wraps up, you'll find wisdom in reframing mistakes as essential for growth, embracing imperfection as courageous, and celebrating persistence over unattainable perfection. There are even valuable resources recommended, including Brene Brown's "The Gifts of Imperfection." If you want to feel seen, inspired, and equipped to tackle grad school without the chains of perfectionism, this episode is a must-listen. Tune in and start your journey toward a more balanced, fulfilling academic life! TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where. Dr. Christopher Lewis [00:00:03]: We have conversations with students, alumni, and. Dr. Christopher Lewis [00:00:06]: Experts about what it takes to find success in graduate school. Hello, everyone. Dr. Christopher Lewis [00:00:13]: Welcome. Really excited that you're here today, and I really appreciate you spending some time with us as we continue our student development series and partnership with our CAPS office on campus. And every term, I love being able to identify new topics that we can talk with you on to help you in the journey that you're on. And tonight I'm really excited because Dr. Juanita Tookes is back with us. And this topic, the topic that we're talking about tonight, is a really important one because a lot of times when I talk to graduate students, I hear many times that there are concerns and there's this feeling that you have to be perfect, that you have to get that a. That you always have to be at your best. And sometimes you can't always be at your best. Dr. Christopher Lewis [00:00:59]: Sometimes you have to be willing to be okay where you're at. And, you know, the myth of being able to be perfect all the time is definitely that it's just a Myth. So today, Dr. Tooks is going to talk about the perfection myth and how as graduate students, you can reframe and rethink about things in a little bit different way. And so I'm really excited to have her here and to have her talk with us tonight. To Tactor Tooks, I'll turn it over to you. Dr. Juanita Tookes [00:01:27]: Hello, everyone. I am so happy to be here again. As Dr. Lewis mentioned, this is a very valued partnership between the CAPS office and graduate studies. I love working with grad students, and a big part of my heart for grad students is because I remember being a grad student. I remember how hard it was. I am also recovering perfectionist. I don't know how many years in that I met that I'm at, but I will be the first to say that I suffer very badly with perfection. Dr. Juanita Tookes [00:01:57]: And we're going to get into kind of what that looks like, how it can show up in your graduate student experience. But what I hope that you can get from this ultimately is feelings of validation. If you have gone through any of the things that we've talked about, I assure you you are not the only one. That's why I was the first to raise my hand. And I encourage you to engage in this conversation. I don't want to call it like a presentation, but feel free to use the zoom reactions. If there's anything that you relate to or anything that that really resonates with you, just use Some of the reactions, so that I know that, you know, what I'm saying is really kind of connect. You know, it's connecting with you. Dr. Juanita Tookes [00:02:40]: This is going to be an honest, transparent space. You know, it's seven o' clock in the evening, so we're kind of loosening up. You know what I mean? So this is going to be a pretty easygoing conversation. It's going to be informative, it's going to be validating, it's going to be supportive. And like I said, I hope you walk away feeling seen, but also feeling empowered. And I hope I can inspire you all to think a little bit differently about how you're navigating your graduate student experience so that you can also start improving the state of your mental health so that you can actually enjoy this journey. So let's get into the perfection myth. Okay, so the plan for the conversation today is to talk about perfection as a definition, to also talk about perfection as a concept. Dr. Juanita Tookes [00:03:23]: We're also gonna talk about perfection as far as how does this look in your brain? So we're gonna talk a little bit about some brain stuff, and then we're also gonna talk about how does that follow up in behavior. And then we're gonna talk about what does it mean when we're talking about being perfect as a graduate student? What does that even mean? Then we're gonna go through some myths and facts, and then we're just gonna wrap up. And in that part, I'll just leave some final thoughts and hopefully have time, you know, just based off of the information that we're going to go over today. But it'll be more, you know, conversational. If there's anything that you would like to express or anything that you would like to ask, let's talk about it. I'm also going to provide you with some resources that I hope will help you if perfection is an obstacle for you. And then we'll conclude our talk for the day so that you can enjoy the rest of your night. So let's talk about perfect as a definition. Dr. Juanita Tookes [00:04:17]: So it was really interesting just looking up the meanings of perfect. And it's not because I didn't know it offhand, but I really like looking at official definitions for words. So when I looked across several sources, the word perfect means flawless, satisfying all requirements, accurate, precise, or exact, free from faults, defects, or blemishes, being the best possible. So I just want that to sit and sink in just for a second. I want your eyes to read over these words. Flawless, satisfying all requirements, being the best Possible, free from faults, defects, blemishes. Another definition was also complete. So I want these words to just sit and sink in as we continue on throughout this conversation. Dr. Juanita Tookes [00:05:18]: So now let's talk about the concept, the perfect as a concept. So perfect as a concept is an idealized standard. Okay, Idealized standard. It's also subjective, meaning that it can be interpreted in many different ways across many different contexts, depending on who you might be talking to. So. So depending on you might have somebody's opinion or maybe a cultural standard, an industry standard. Perfection does not have an objective type of perspective. It's more subjective based off of who you're talking to and what's going on. Dr. Juanita Tookes [00:06:05]: It's highly influenced by society. That's why it is always changing. So let's. Let's take beauty standards, for example. What is considered beautiful now may not have been beautiful five or 10 or 20 years ago, right? So, for example, I know that, like tattoos on models, for example, in the fashion industry, I want to say maybe 10 years ago, that was no. That was a no. No. You don't show tattoos because tattoos were not considered beautiful, which is fashion models often covered them if they were walking one way or doing print work. Dr. Juanita Tookes [00:06:47]: But now tattoos are in, like tattoos are in. So everyone now they can be visible now they're acceptable, seen as a beautiful extension and artistic expression of someone's personality. But in the next two to three, four, five years, it could be something completely different. So there is never a stopping point for how people view beauty and beauty standards. Perfection is the same way society determines what is perfect. What does perfect mean? Who is perfect. And it can be harmful. Perfection can be harmful. Dr. Juanita Tookes [00:07:25]: I was reading across some sources, and the sources were saying that perfection can be helpful or it can be harmful. And when it said it could be helpful, it said it could be helpful if it was used as a guide. If you use it as a guide to help you as far as, like, inspiring you, like working to such a high standard

    56 min

  5. FEB 9

    Balancing Family, Career, and Grad School: Tameka Shepard's Inspiring Journey

    Are you thinking about taking the leap into graduate school, or are you already on that journey and looking for reassurance and advice? In the latest episode of the "Victors in Grad School" podcast, host Dr. Christopher Lewis sits down with Tameka Shepard, Academic Advisor and Business Programs Recruiter at the University of Michigan-Flint, to explore her powerful story of balancing family, career, and her pursuit of an MBA. From the start, Tameka Shepard is candid about her motivations: a desire to give her children an example of lifelong learning, and a vision to one day open her own coffee shop. With a background in social work, she offers a unique perspective on how diverse educational experiences can complement each other—highlighting the value of understanding people in the business world. When it came to picking her MBA program, Tameka Shepard describes how flexibility was key. Western Governors University's online, self-paced structure made it possible for her to manage graduate school alongside raising kids, working full-time, and supporting a traveling spouse. Time management and setting boundaries were crucial tools for her success. Tameka Shepard shares how she carved out early mornings and late nights for study, and how open conversations with her family helped them support her goals—reminding listeners that prioritizing your education sometimes means missing out on other events, but the long-term benefits are worth it. The episode doesn't shy away from the challenges of grad school. Tameka Shepard bravely discusses facing imposter syndrome and struggling through a difficult class, ultimately persisting to show her children (and herself) the importance of not quitting. She highlights the freedom to take breaks to avoid burnout, and encourages others to listen to themselves—reminding us that there's no one "right" timeline for finishing a degree. Perhaps most valuable are Tameka Shepard's reflections on what she wishes she'd known: the importance of networking, communicating effectively, and not feeling guilty about progressing at your own pace. Her story is a compelling mix of practical advice, honest emotion, and hope for others who are considering or pursuing graduate education. Ready to be inspired by real-life experiences and actionable tips for success? Listen to the full episode with Tameka Shepard and let her journey motivate you to take the next step in yours. TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni and experts about what it takes to find success in graduate school. Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. As always, every week we are on a journey together. And I call it a journey because it truly is a journey. Every person, every individual that is thinking about graduate school goes through a journey that is very unique to themselves, depending on the program, depending on who they are, where they are in their life. Dr. Christopher Lewis [00:00:40]: And no matter if you are just at the very beginning, just starting to think about graduate school, or if you have already applied or if maybe you've been accepted or you're in graduate school, doesn't matter, you're still on that journey. And we're on that journey together. That's why this podcast exists every week. I love being able to talk to you about ways in which you can find success in this graduate school journey that you're on. And I love introducing you to new people that have gone to graduate school before you that can give you some perspectives and some thoughts about what they had to do in that time in their own life. So today we have another great guest. Tameka shepherd is with us today, and Tameka is an academic advisor and business programs recruiter for the University of Michigan, Flint's School of Management. He's. Dr. Christopher Lewis [00:01:28]: And I am really excited to be able to have her here and to talk to her about her own journey in graduate school and to welcome her to the show. Thanks so much for being here, Tamika. Tameka Shepard [00:01:37]: Thank you for having me. Dr. Christopher Lewis [00:01:38]: It is my pleasure. I really appreciate that you are here today and I always love starting the show by taking you back in time. So I know that you did your undergraduate work at Spring Arbor University and then you graduated, you graduated, you went, you started work. And at some point between that time an undergraduate student and as you were going and working, you made a decision. You made a decision that you weren't done going to college, you wanted to continue your education and you decided to go back and get a graduate degree. Take me back to that point where you were starting that process for yourself. What made you decide that that was the right time in your life to go back to graduate school? Tameka Shepard [00:02:24]: So at that time, I just knew that I wasn't done with my education. I knew that as a full time, working, solo parenting mom at home, my husband traveled, that I wanted something more. I wanted to be able to give my kids a little something extra. I wanted them to see how important education is. And so it was just, it was good timing. I was pregnant and so I was working full time. I was working from home. And I just thought, you know, I'm not getting any younger. Tameka Shepard [00:03:00]: I was already in my 30s and I just decided, decided I'm just gonna do it. Now. Dr. Christopher Lewis [00:03:05]: Every student has the ability to pick any program. Now. You could have, you could have studied anything that you had wanted. You made a decision to study a mba. You decided to go and get a master's in Business Administration. And I guess first and foremost, before we even talk about where you decided to go, why an mba? Tameka Shepard [00:03:23]: So my ultimate goal is to. This is kind of like a retirement dream is to own a coffee shop. And so my undergrad degree is in social work. Very. From a business degree. But in every aspect of business, it, I think it, it helps to know how to kind of work with individuals, especially individuals who may have mental health issues, things like that. So I do think that they kind of go hand in hand. However. Tameka Shepard [00:03:50]: So again, my ultimate goal is to own my own business. And I wanted to have at least a foundation behind me and not kind of jumping into it blind when I'm older. And I've just always been surrounded by business minded individuals. And so I just really felt like that was kind of where my calling was. Dr. Christopher Lewis [00:04:10]: And I know that you chose to attend Western Governor's University, and there are many MBA programs across the nation. We have one right here at the University of Michigan, Flint. So there's a lot of different options in a lot of programs that you could have chose. Talk to me about that thought process, that decision process that you went through and how you whittled that down for yourself to decide that Western Governors was the right fit for you. Tameka Shepard [00:04:37]: So I decided on Western Governors because it is an entirely online university. And although U of M Flint has completely online MBA program at that point in time, I had a friend who was also attending Western Governors and she loved it. And the way that they structure the program is where you work on one course at a time and you can move through the course at your own pace. And that was really what kind of made me choose that program specifically. I knew that I was having a baby soon. I also had other kids at home and I needed something that was going to fit my schedule and that I could kind of work on on my own time. And nothing that was super structured with. Dr. Christopher Lewis [00:05:19]: Kids at home, with having another child on the way at the time you had A lot to balance. Especially you said having a partner, a spouse that traveled a lot. So you're balancing a lot of different things and then you're adding another thing into the mix. And a lot of graduate students are also balancing life, work, family, personal responsibilities, lots of different things. So talk to me about that balance for yourself. And how did you do that? How were you able to do that and do it well so that you could still find success in that graduate school journey? Tameka Shepard [00:05:53]: A lot of it was managing my time and finding little bits of time throughout every day where I could read out of the textbook, watch recorded lectures, submit assignments, things like that. So sometimes, sometimes that looked like early mornings, three, four o'clock in the morning and carving out some time in the morning, sometimes it was late night. Really just kind of depended on the kids and their needs and things like that. There were a lot of family events that I had to not attend, so birthday parties for nieces and nephews. I just really made my education a priority and I managed my time in a way that I knew that if I just got it done, spend a year graduate, get my mba, that I would have the rest of my life to attend birthday parties and things like that. Dr. Christopher Lewis [00:06:40]: And every graduate student goes through a transition because the way you're educated as a undergraduate student is different than the way you're educated as a master's student is different than the way that you're educated as a doctoral student. So at every level of education, there's different expectations in regards to what your faculty expect of you, what you expect of yourself, and more so as you were going through that transition for yourself and you did find success, what did you have to do to truly set yourself up for success as you transitioned into your graduate program? And what did you h

    16 min

  6. FEB 2

    How Many Graduate Programs Should I Apply To? Expert Advice for Grad School

    Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find success in graduate school. Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan, Flint. Really excited that you're back again this week. And today I don't have a guest. I am talking to you about some of the questions that I have gotten from over the time that we've been doing this podcast and over the years to try and help to answer some of your questions. And today, the question that we're going to be answering is, how many graduate programs should you apply to?  If you've started researching graduate school, there's a moment that almost always happens. At first, it's exciting — you're exploring programs, imagining the possibilities, picturing yourself in a new career or stepping into a leadership role. You start bookmarking program pages, saving "how to apply" checklists, and telling yourself, Okay… I'm really doing this. And then… reality hits. You realize there are a lot of graduate programs out there. A LOT. You might find yourself asking: "Should I apply to just one program?" "What if I only apply to two and don't get in?" "What if I apply to ten and burn out halfway through?" "What's the smart number?" "What do people normally do?" If that's you — first, take a deep breath. You're not behind. You're not doing it wrong. And you're definitely not the only person trying to solve this puzzle. Today we're going to walk through this question together: How many graduate programs should you apply to? And I'll give you a clear recommendation — but even more importantly, I'll help you choose the right number for you. The honest answer: it depends… but not as much as you think I know "it depends" can be the most annoying answer ever, so let me say this upfront: Most prospective graduate students should apply to between 3 and 6 programs. That's not just a random number — it's the sweet spot where you: give yourself strong options, reduce risk of not getting in anywhere, and avoid overwhelming yourself with too many applications. But of course, there are reasons to apply to fewer… or more. So instead of giving you a number and sending you on your way, I want to help you decide: What's realistic for your time and energy What's appropriate for your field What's strategic for your goals What gives you the best chance at admission and the best chance at success once you're in Because here's what I tell students all the time: Getting accepted matters… but choosing the right program matters more. Start with this: What kind of graduate applicant are you? Before we get into numbers, I want to ask you a question. When you picture applying to grad school, are you someone who: 1) Wants a clear, simple plan You want 2–3 strong options, you want to focus, and you want to avoid the stress of "too many choices." 2) Wants options and flexibility You want to be strategic, apply broadly, compare offers, and decide later. 3) Is feeling uncertain and trying to "make sure" You're not totally confident yet — and applying to more programs feels like a way to protect yourself. There's no wrong answer here. But knowing which one you are helps you choose your best number. A helpful framework: Dream, Fit, and Safe One of the best ways to build your graduate school list is to include three categories: Dream Programs These are highly competitive or highly selective. You would LOVE to get in — but you know it's not guaranteed. Fit Programs These are strong matches. Your academic background, experience, and goals align well. Safe Programs These are programs where you have a strong likelihood of admission. You'd still be happy attending — and they reduce anxiety. Now here's the magic: A strong grad application plan includes a mix of all three. That way you avoid the two biggest mistakes applicants make: applying only to the most competitive programs applying randomly without a strategy So… how many programs should you apply to? Let's break it into realistic options. Option 1: Apply to 1–2 programs This is okay if… You are geographically limited (family, job, caregiver responsibilities) You are applying to a very specific program that only a few schools offer You are already connected to a faculty member or advisor You are 100% sure this is the right program for you You have a backup plan if you don't get in This can work. But I'll be honest — the risk is higher. Because even strong applicants get denied sometimes for reasons that have nothing to do with them. Examples include: limited cohort size funding availability faculty capacity too many qualified applicants So if you're applying to only one program, I encourage you to ask: "If I don't get in this cycle… what's my plan B?" If you have a good answer, applying to 1–2 programs can absolutely be a smart choice. Option 2: Apply to 3–4 programs (recommended for most people) This is the "balanced" plan. It works well when: You have limited time to apply You are working full-time You want to submit strong applications instead of rushing You want options, but you don't want overload A 3–4 program plan typically looks like this: 1 Dream 2 Fit 1 Safe If you want a straightforward, smart plan — this is it. Option 3: Apply to 5–6 programs (great if you want more options) This is also a strong approach — especially if: You're applying in a competitive field You're hoping for assistantships or funding You want flexibility in program format (online, hybrid, in-person) You want multiple choices for location or faculty A 5–6 program plan might look like: 2 Dream 2–3 Fit 1 Safe This gives you a strong chance of acceptance and the ability to compare offers. Option 4: Apply to 7+ programs This may be necessary if: You're applying to highly competitive programs (like clinical psych, funded PhDs, top-tier research programs) You're chasing assistantships and want to maximize funding chances You're applying nationally with flexible location But I'll warn you: applying to 7+ programs can quickly become too much. Here's why: Graduate applications aren't like undergrad applications. They usually require: detailed personal statements program-specific essays recommendation letters writing samples resumes/CVs sometimes interviews And each application needs to feel personal and intentional. If you apply to too many programs, the quality can drop — and that can cost you admission. So if you're going beyond 6 programs, be sure you have: a clear timeline support (like a mentor, advisor, coach) and enough bandwidth to write well Here's what most people forget: applications cost money and energy Let's talk about the "invisible cost." Yes — graduate apps can have fees. But the bigger cost is time and emotional energy. Because every program you apply to requires you to: imagine yourself there research faculty and curriculum write about your goals craft your future into words feel the hope and anxiety of "what if?" And that adds up. If you apply to 10 programs and burn out, you may end up submitting 10 weaker applications instead of 4 strong ones. I'd rather see you submit 3 applications you feel proud of than 8 rushed applications you dread. A Director's perspective: what matters more than the number Let me give you the most important advice I can offer as someone who reads applications and supports graduate students every day. The best number of programs to apply to is the number you can apply to WELL. That's it. A strong application feels like: clear goals a strong "why this program?" alignment with curriculum and faculty maturity and readiness polished writing And those things take time. So instead of asking: "How many programs should I apply to?" Try asking: "How many strong applications can I realistically submit in the next 6–10 weeks?" That will guide you to the right number almost every time. My recommendation (and a simple takeaway) If you're still unsure, here's the clearest guidance I can give: Apply to 4 programs if: you're working full-time you want to avoid burnout you want a focused approach Apply to 5–6 programs if: your field is competitive you want to maximize scholarship/assistantship possibilities you want options across format and location Apply to 2–3 programs if: your options are limited by location or lifestyle you're already highly confident and prepared you have a backup plan And if you're applying to 7+ programs, you're not wrong — just make sure you're set up to do it sustainably. One final encouragement If you're listening to this and feeling overwhelmed, I want you to know this: You don't have to have the perfect number. You just need a plan that protects your energy, increases your chances, and keeps you moving forward. Grad school isn't about chasing prestige — it's about choosing a program that fits your life and supports your goals. So yes, apply strategically. But also apply with hope. Because you're not just applying to programs. You're applying to a future you're building on purpose. And that's something to be proud of.

    12 min

  7. JAN 26

    The Art of Grad School: Michael Sevick's Story of Education and Achievement

    Embarking on graduate school is more than a simple academic step—it's a deeply personal journey, one that evolves and reshapes your goals, expectations, and life direction. The latest episode of the "Victors in Grad School" podcast welcomes Michael Sevick, Professor Emeritus from the University of Michigan-Flint, to share his inspiring story of growth, perseverance, and transformation through higher education. From his beginnings at what is now Mott Community College to earning a Bachelor of Fine Arts at the University of Michigan, and ultimately achieving an MFA—the terminal degree in his field—Michael Sevick's trajectory is a testament to resilience and purposeful planning. He didn't take the straightest course: after his associate's degree, he paused his education to pursue music, returning later with renewed commitment to finish his bachelor's and then move into graduate study. A key theme in this episode is the importance of intentionality and adaptability. Michael Sevick discusses applying to several graduate schools, carefully weighing family, work, and personal responsibilities—all while keeping his professional and creative aspirations in focus. His approach underscores the value of aligning educational pursuits with life circumstances and long-term goals. The conversation with Dr. Christopher Lewis pulls back the curtain on the real challenges of graduate education: managing transitions, facing imposter syndrome, and adapting to higher expectations. Michael Sevick shares candid moments of doubt and anxiety—especially as he moved straight from being a student to teaching others. His experience highlights the necessity of support networks, mentorship, and self-advocacy in maintaining balance during demanding times. Listeners will also take away practical advice on time management, perseverance, and leveraging campus resources. Michael Sevick urges students to seek out help, use support systems, and remember that most people you meet in graduate programs genuinely want you to succeed. Whether you're considering graduate school, already on your way, or simply in need of motivation, this episode is packed with valuable lessons and heartfelt encouragement. Michael Sevick's journey reminds us that roadblocks can become stepping stones, and that with the right mindset and support, graduate school can be a profoundly rewarding adventure. Tune in and be inspired by a story of perseverance, community, and lifelong learning. Begin your own journey toward becoming a victor in grad school! TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni and experts about what it takes to find success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate programs at the University of Michigan, Flint. Really excited to have you back again this week. You know, every week I love being able to talk to you about the journey that you are on. And I call it a journey because every student that's thinking about graduate school and goes on a journey, whether you're at the very beginning and you're just starting to think about this, you've maybe you've applied, maybe you've gotten accepted, maybe you're in graduate school. Throughout this entire process, you're going to be going through a personal journey toward the goals that you've set for yourself. That's why this show exists. Dr. Christopher Lewis [00:00:48]: This show is here to be able to help you to find ways that you can be successful in that graduate school journey. That's why every week I love being able to have different people with different experiences that can talk to you about the journey that they went on. And then you can learn a little bit for yourself and take what you hear, set it aside, doesn't matter, learn from them, and hopefully be able to find some tips, some tools, some tricks, some things that you can do to help you on the journey that you personally will have. Today we have another great guest. Mike Sevik is with us today. And Mike is a professor emeritus from the University of Michigan, Flint. He was an associate professor of art for many years at the University of Michigan, Flint. We're going to be talking to him about his journey from starting at a community college to moving to a bachelor's, to a master's and then to teaching. Dr. Christopher Lewis [00:01:45]: So really excited to be able to have him here and for us to learn from him and his own journey. Mike, thanks so much for being here today. Michael Sevick [00:01:52]: Thanks for having me. I hope this helps. Dr. Christopher Lewis [00:01:54]: Well, I really appreciate you being here. And I'm going to turn the clock back in time. I want to go all the way back. I want to go back to. Let's go back to the beginning in the sense of you started your undergraduate work at Mott Community College. It wasn't called Mott Community College at that time, but. But the equivalent of Mott Community College before you went on and got your Bachelor of Fine Arts degree at the University of Michigan. And at some point in that time of being at the University of Michigan, you had a calling. Dr. Christopher Lewis [00:02:24]: There was a calling to you to Continue your education. Because you did get that Bachelor of Fine Arts at BFA and you could have stopped there, could have gone and painted and worked as a painter. But you decided to go and get that terminal degree. And for those of you that don't know in the fine arts area, the Master of Fine Arts degree is a terminal degree. So you went on and you got that mfa. Bring me back to that point where, where you said, where in your head you said to yourself, yes, I'm gonna keep going on. Why did you decide to go on? Why was it a right time to go for graduate school? Michael Sevick [00:02:56]: Yeah, you're correct that I started at Flint Community College, which is now Mott Community College. And that would have been 1970. And I was there for a year or so and left college to pursue other interests. I was in a rock and roll band and decided to do that for a while. But I came from a family of painters. So my grandfather was a painter. He owned Civic Sign Company here in Flint in the 1920s and that. And my father was an artist and my uncle. Michael Sevick [00:03:22]: So I just sort of. You're right. I probably could have always fallen back on do I need school? Do I need education? And that. But at the time, Mott Community College only had a two year program. And so I got my associate's degree, took the time off to pursue other interests. But then in the 80s, I decided to come back to school, to Mott. I needed a few credits in order to transfer. My plan was to go to a larger school that offered a bachelor's degree in fine Arts Arts. Michael Sevick [00:03:53]: So I got my associate's degree right after that. I got accepted into University of Michigan, Ann Arbor's art program. I took my portfolio and all my letters and a lot of energy and sat down with the director there, who was a wonderful man, looked at my work and said, we'd love to have you in our undergrad program. And I was in that program for two years and that. I graduated in 88. And I. Right away I wanted to go to graduate school. Because at that time I was already in my mid-30s. Michael Sevick [00:04:26]: And so I applied to the five different graduates. And I had a family and kids already, the five different schools in my area. I lived in Swartz Creek, which is near Flint. And those five schools, you know, Wayne State and Michigan State and U of M and just where I could commute to. I got accepted to three of them. Luckily, after my. My undergrad one of them, I was only accepted into the master's program. And I wanted the MFA you mentioned the terminal degree. Dr. Christopher Lewis [00:05:04]: I wanted the MFA and to me to spend an extra time in a master's program. I thought I could focus my energy and just, just try to do the mfa. So I took the MFA offer. One is offered different packages. It's like a sports personality I guess. One of them offered an assistants right away and what that was was teaching. I would do my class load but then I also had to teach a certain amount. And those students that I had were the, bless their hearts, they were the freshmen people that are just first coming in. Michael Sevick [00:05:40]: And in Ann Arbor the schools was quite large so the senior faculties could actually choose and pick more designer friendly classes for them to work in. But I was lucky enough to then graduate with my MFA in two years. So 1990 I got out of there with honors and friends and networking and sort of the. I didn't realize it at the time, but now when I look back that was the ladder or the next bridge or the, the steps to the next part of my career which was I had to teach right away because I had all these bills in a family and all that. So I think still my last semester in graduate school I was lucky enough to get a teaching position at Schoolcraft Community College, which is in Livonia and it's kind of a feeder U of M. Luckily they would kind of look after their graduates sometimes and try and direct them into programs that they knew were might be available or needy. And then from, from there I was lucky enough to sort of come back to Flint. There was some substitute offerings, they were just starting their art program. Michael Sevick [00:06:52]: And I was recommended by again the networking thing that I made in graduate connected me to the school craft jobs. The, the jobs at all the other colleges that I worked at until I finally were was able to land a tenured position at U of M Flint, which is what I wanted. All that was my plan. When I went back to get my degree. I didn't want to move, I didn't want to sell my house, I didn't want to leave my wife and kids. Everything had to be threade

    20 min

  8. JAN 19

    From First-Gen Student to Professor: Dr. Lisa Lapeyrouse's Grad School Journey

    If you're considering graduate school, feeling uncertain about your career direction, or wondering how to overcome obstacles along the way, the latest episode of Victors in Grad School is an inspiring must-listen. In this candid conversation, Dr. Christopher Lewis welcomes Dr. Lisa Lapeyrouse—faculty member at the University of Michigan-Flint and Director of the Inclusive History Project—to share her remarkable journey from first-generation college student to tenured professor. Themes of Resilience and Self-Discovery One of the strongest themes throughout the episode is the importance of self-discovery and adaptability. Dr. Lisa Lapeyrouse describes how she began her academic journey with aspirations to become an engineer, drawn by the promise of a lucrative career. However, after facing academic challenges and realizing her passion for humanities, she boldly changed her major to Women's Studies with a minor in Native American Studies. Her honest reflection on the embarrassment and fear of changing majors—and the eventual pride in pursuing a path she loved—serves as a powerful reminder that the undergraduate years are a time for self-discovery. As Dr. Lisa Lapeyrouse puts it, "undergrad is really about self-discovery and figuring out what you are passionate about and what you're good at." Finding Your 'Why' and Keeping Education a Priority The podcast explores the critical importance of understanding your motivation, or "why," when pursuing graduate education. Facing academic probation early on, Dr. Lisa Lapeyrouse shares how establishing her goals helped her prioritize her studies over distractions. She emphasizes the necessity of delayed gratification, citing how sacrifices made in the present can lead to future rewards. For anyone balancing work, school, and life, her advice resonates: "To do well and achieve at a high level, education can't be your side hustle. It needs to be your primary focus." Mentorship, Support, and Building Community A standout lesson is the value of seeking help and building a support network. Dr. Lisa Lapeyrouse encourages students to engage with faculty, campus resources, and mentors—even those who may not share similar backgrounds. She credits her success to mentors who pushed her with compassion and honesty, reminding listeners that real growth comes from accountability and empathy. Navigating Change and Overcoming Challenges From moving across states, adapting to new cultures, and overcoming imposter syndrome as a first-generation student, Dr. Lisa Lapeyrouse shares how each experience built the resilience necessary for graduate school and beyond. Her candid stories about culture shock, isolation, and finding her community in Michigan are both relatable and motivating for anyone facing similar transitions. Final Takeaway This episode of Victors in Grad School offers invaluable insights on overcoming setbacks, embracing change, and building meaningful connections. Dr. Lisa Lapeyrouse's journey is a testament to persistence and the lasting rewards of pursuing a path that aligns with both passion and purpose. If you're navigating your own educational journey, tune in for encouragement, practical advice, and inspiration to keep going—no matter where you start or what challenges you face.   TRANSCRIPT Dr. Christopher Lewis [00:00:01]: Welcome to Victors in Grad School, where we have conversations with students, alumni, and experts about what it takes to find. Dr. Lisa Lapeyrouse [00:00:08]: Success in graduate school. Dr. Christopher Lewis [00:00:11]: Welcome back to Victors in Grad School. I'm your host, Dr. Christopher Lewis, Director of Graduate Programs at the University of Michigan, Flint. Really excited to have you back again this week. And as always, every week, I love being able to talk to you about the journey that you're on. And it is a journey. Each person that is thinking about graduate school will go through a different experience and will be on their own journey as that leads them to a specific program, a specific degree, and then beyond the program into the world of work and what you plan to do with that degree itself. And every week, I love being able to bring you different people with different experiences that can share some of the journeys that they've been on, whether they are currently in graduate school, graduated a while back, or whatever their journey was. Dr. Christopher Lewis [00:01:02]: But each person can share with you something a little bit different. So today I'm really excited to be able to introduce you to a new guest. Dr. Lisa Laperouse is with us today. And Dr. Laparouse is a faculty member at the University of Michigan, Flint, but she's also also the director of the Inclusive History Project at the University of Michigan, Flint. And she has her own graduate school journey that led her from being in California to Arizona to Michigan and being here at the University of Michigan, Flint. And I'm really excited for her to be able to reflect back and share some of her own experiences with us today. Dr. Christopher Lewis [00:01:43]: Dr. Laperouse, thanks so much for being here today. Dr. Lisa Lapeyrouse [00:01:46]: Thank you so much for having me. Dr. Christopher Lewis [00:01:48]: So I want to take you back in time and I want to go back because I know that you did your undergraduate degree at the University of California, Davis. And at some point during that time at UC Davis, you made a decision. You made a decision because you were getting a Bachelor of Arts degree in Women's Studies with a minor in Native American Studies. And at some point you made a decision to keep going and to go on further for a graduate degree. Bring me back to that point and what was going through your head as you were making those decisions? Dr. Lisa Lapeyrouse [00:02:20]: Well, let me give you a little bit of background information. So I'm a first generation college student. And so the idea was sold to me early on. In elementary school, we went to Mott Field where they have NASA Aerospace, and they constantly said, if you went to college, you'd make a lot of money. So in fifth grade, I was like, sign me up. And I was very Impressed with my mock fields, I was like, I'm going to be an engineer. Engineers make great money. And so that was my thought process through middle school, through high school, until I went to college. Dr. Lisa Lapeyrouse [00:02:55]: I went to college and I was a high performer at unfortunately a low performing school. So what that means is I did not have the best academic preparation for university life. And I think I started out having this idea of, well, you know, I played sports, I was class president, you know, all I have to do is go to school. So this is going to be easy. In my first semester I was on academic probation and I quickly had to change up my study habits and my focus because I thought, oh, this is so embarrassing, I'm the first to go and I'm going to be the first to get kicked out. So part of that though was I was still interested in pursuing engineering. And engineering requires you to take a lot of advanced math courses. And as a high schooler, I had the option. Dr. Lisa Lapeyrouse [00:03:51]: My school did not offer calculus. If you wanted to take calculus, you had to be bused to a different school at 7 o' clock in the morning before school actually started. And I was class president and I had the option to take the leadership class with my friends or calculus. And I made the decision to hang out with my friends in leadership rather than calculus. So the first time I ever saw calculus was in a quarter system. So U of M Flint is, is on a semester system. A quarter system changes classes every about seven weeks. That is not how you want to experience calculus for your first time. Dr. Lisa Lapeyrouse [00:04:28]: There were a lot of tears, a lot of office hours, and by my second semester I had realized that I can continue down this pathway, but it was going to be very difficult. I was rocking these humanities, I was doing really well and we'd have to read like seven books a semester. And I thought, well, this is going to be embarrassing. I told everybody it was going to be an engineer. I had the T shirt, but I ended up needing to change my major and then I changed it to Women and Gender Studies. What's now Women and Gender Studies was gender studies then. And to be honest with you, I didn't know what other job there would be other than becoming a professor with that job. So. Dr. Lisa Lapeyrouse [00:05:13]: And I also was embarrassed that I had to change my major. And I had told everyone I was going to be this great engineer. So now I said if I tell them I'm going to become a professor without really having any idea what I was talking about. I thought that would be acceptable in my grandfather who was very Important to me. I grew up for the majority of my first 15 years of life with my grandparents. His response was, well, that's not too shabby. So I got the seal of approval to pursue that. So my process was, okay, I need to go to graduate school and become a professor. Dr. Lisa Lapeyrouse [00:05:48]: But again, I really didn't know what that meant. And also at the time that I was studying undergrad, this was the time that affirmative action was being challenged. Ethnic studies, any type of branches out of history that wasn't just U.S. history were being challenged, like the validity of those. And so I was also thinking about job prospects. Was there going to be a department available to me to work? And so when I went into my master's program, which was at the University of Arizona, it was a joint program between Mexican American studies and public health. And then again, there was still challenges about the utility of a Mexican American studies degree. So when I decided to go for my PhD, I decided to go into a more traditional, direct relationship between the, the DEGR and an employme

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Victors in Grad School explores what you can do to find success in your own graduate school journey no matter what you plan to do. Through experts and individual interviews you will be introduced to what it means to find success and tips on achieving success in graduate school.

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  • Creator
    Dr. Christopher Lewis
  • Years Active
    2022 - 2026
  • Episodes
    187
  • Rating
    Clean
  • Copyright
    © 2024
  • Show Website
    Victors in Grad School